Stop Animation Design Folio

IB Design Technology
Design Folio
Essential Question:
How can we tell a story without using
words?
Name: Class:
Ms. Tomlin and Mr. Wang Thurgood Marshall Academy

Table of Contents
PROJECT BASICS.........................................................................................................3
THE TASK..........................................................................................................................................3
AREAS OF INTERACTION (AOI)...................................................................................................................3
AIMS:.............................................................................................................................................3
DESIGN TECHNOLOGY OBJECTIVES ..............................................................................................................4
AREAS OF INTERACTION ...............................................................................................................4
ASSESSMENT ................................................................................................................................5
FINAL ASSIGNMENT REQUIREMENTS..............................................................................................5
TASK ........................................................................................................................7
REQUIRED BLOGS/ASSIGNMENTS.................................................................................8
PROCESS JOURNAL...................................................................................................15
DESIGN JUSTIFICATION.............................................................................................15
VIDEO PRODUCTION STORYBOARD............................................................................16
WINDOWS MOVIE MAKER 2 ......................................................................................19
INTRODUCTION ...................................................................................................................................19
OVERVIEW .......................................................................................................................................19
INTERFACE .......................................................................................................................................20
Menus .....................................................................................................................................20
Timeline/Storyboard ................................................................................................................20
Movie Tasks, Collections, and Monitor .....................................................................................21
Movie Tasks Collections Monitor .............................................................................................21
SET-UP ...........................................................................................................................................23
IMPORT ...........................................................................................................................................24
To Import Video, Photographs, Audio or Music ........................................................................24
EDIT ..............................................................................................................................................26
Split .........................................................................................................................................26
Trim ........................................................................................................................................27
Undo/Redo and Delete ............................................................................................................28
Audio Adjustment ....................................................................................................................28
Effects .....................................................................................................................................31
Transitions ..............................................................................................................................32
Titles & Credits .......................................................................................................................33
Narration .................................................................................................................................34
SAVE .............................................................................................................................................36
...................................................................................................................................................37
IB LEARNER PROFILE ................................................................................................38
RUBRICS..................................................................................................................40
SCORING OVERVIEW.............................................................................................................................46
Stop Motion Animation. IB Design Technology Year 4. Ms. Tomlin & Mr. Wang Page 2
Project Basics
Title: Stop Animation
Grade 10 Design Technology (MYP Year 4) Project 2
Context: Working with a digital camera and photo editing software, you and a partner
will create a stop animation film that tells a story.
Duration: At least 2 minutes length
Essential Question: How can we tell a story without using words?
The Task
Working with a digital camera and photo editing software, you and a partner will
create a stop animation film that tells a story.
Areas of Interaction (AoI)
Human Ingenuity Design, Make and Evaluate a product
Organization – binding folio
Working effectively (independently or as a

ATL
team)
Communication – design process
AIMS:
The aim of this unit is to allow students to:
• Demonstrate the design cycle from their own design brief (investigate, plan, create,
evaluate)
• Gain an understanding of the various media suitable to their task
• Work effectively with a group
• Develop skills working with a still images
• Create, incorporate and manipulate digital images
• Manage time & resources
• Critically evaluate own work
• Create a story and communicate it using a story board
The making of the stop motion film will involve all the stages of the Design
Cycle namely: -
Investigate, design, plan, creation and evaluation.
Design Technology Objectives
At the end of this unit you will be able to
• Undertake various research tasks
• Gain an understanding of the various media suitable for the task
• To modify your designs as per the availability/non-availability of tools
and materials.
• Evaluate your designs according to the design specifications.
• Find out how your work can be improved?
• Assess and appraise your own work and others work
• Observe the safety rules while working with tools.
• Clearly document the sources of information used.
• Be able to convey your ideas effectively to others.
• Be able to work with different materials and tools
• To develop the skill of estimating the material and time required for the
completion of the project.
• To create a stop motion film
• Show self motivation in setting and meeting deadlines
AREAS OF INTERACTION
Approaches to learning
Organization Skills
Safe working practices in the class
Safe handling techniques of tools and materials
Human Ingenuity
How can we create a stop motion animation?
What impact does my animation have on the viewers?
ASSESSMENT
Criteria Addressed
Assessment Strategies:
INVESTIGATE ~ Written or graphic task assessed against a specific rubric
PLAN ~ Written and graphic task contained within a design folio assessed against a rubric based
on MYP grade level criteria
CREATE ~ Observation/analysis; of end product compared to planning stages ~ Observation; of

use of technology
EVALUATE ~ A written evaluation detailing: students experience with processes, success of

product (based on user evaluation)
PERSONAL ENGAGEMENT ~ Observation by teacher and summatively recorded twice a

semester; Student self assessment against a specific rubric at end of semester
Formative Assessment - Your involvement and enthusiasm in the process

of designing and creating a stop motion animation movie.
Formative assessment will be carried out in the form of informal
observation of the teacher when the students are working during the
scheduled class time.
Summative Assessment
The final Product – Successful completion of the project and submission of
individual design folder (all assignments will be submitted as Blogs).
Vocabulary
• stop motion (or frame-by-frame) animation is a general term for an
animation technique which makes a physically manipulated object appear to
move. The object is moved by extremely small amounts between individually
photographed frames, creating the illusion of movement when the series of
frames are played as a continuous sequence. Clay figures are often used in
stop motion animations, known as claymation, for their ease of repositioning.
• frame : one of a series of still transparent photographs on a strip of film used
in making movies
• animation: Animation is the rapid display of a sequence of images of 2-D
artwork or model positions in order to create an illusion of movement.
• persistence of vision : A visual phenomenon where an image is retained in
the eye for a short period of time, creating an illusion of continuous motion in
film and video.
FINAL ASSIGNMENT REQUIREMENTS

• Stop animation film minimum of 2 minutes
• Music added to film
• Clearly communicated idea/story
• Use of at least two objects in story
• Inclusion of credits and title slide
Task
Using the technique of stop animation, a digital camera and photo editing
software you will create an animation of a minimum of 2 minutes that tells a
story.
INVESTIGATE:
 Do an analysis of other stop animation films *BEFORE writing your design brief
 Brainstorm ideas for your story
 Research stop animation
 Complete an ongoing process journal of your steps in production
DESIGN:
 Generate possible story ideas

PLAN:
 Write a design brief (a short statement of intent) which indicates: end user,
purpose/function, theme and possibly material
 Write a design specification – 6 or so justified points that will guide your design (your
mood board, end user statement, shop report and brief will help with this)
 Create a detailed timeline for the completion of the task
 Choose a final story idea and design a story board
CREATE:
 Take images for the film

 Add images to photo editing software (Windows Movie Maker)
 Add music and edit images
EVALUATE:
 Evaluate four things:

1. How you coped with the design and production process
2. How effective your finished product is – critically analyze it – list any faults
and suggest ways of improving it
3. How well you and your partner worked together
4. Link to the essential question and Areas of Interaction
 Have Fun!
Required Blogs/Assignments
Blog Number
Reference
Criterion
and Due
Page
Description
Title/Assignment Date
Type
2.1 - Evaluation Download the question sheet from

tmatech2.blogspot.com, watch the posted stop A 11
animation films and answer the questions
2.2 – Design A short statement of intent which indicates the

Task end user, purpose/function, theme and possibly A 13
material
2.3 – Design Design Brief: This is generally a brief statement of

Brief intent which might include some or all of the following
points:
 the theme you are following or what you intend

making (brief can be ‘open’ or ‘closed’)
 who it is for – the end user or target audience
 what is the function or purpose of what is
being made
 where it is to be used
 manufacturing technique
eg:
I am going to make a soft toy on an Australian theme.

This could be for tourists to buy when leaving A
Australia as a souvenir of their holiday. It will be
made from fur/felt or similar and be suitable for indoor
use/ornamentation.
0 The student does not reach a standard

described by any of the descriptors given.
1-2 The student states the problem
3-4 The student describes the problem,

mentioning its relevance
5-6 The student explains the problem,

discussing its relevance
2.4 – Design Design Specification: B 13

Specification
A list of points/statements that are required in/of the
product. Design Specifications guide the design
process; manufacturing specifications guide the
manufacturing process.
Eg:
 shelf to be made from pine
 must be able to support 4 kilograms
 to have a varnished finish
 must have a width of 220mm
At the completion of the unit you will be assessed on

your ability to evaluate your chosen design against
your Design Specification.
2.5 – Process Who are you working with for this project? What
Journal #1 initial ideas do you have the execution of this
project?
2.6 – Brainstorm Work with your partner to begin to develop your In Class
storyline. What ideas do you have for the movie?
B
Each partner should develop at least one
possible story idea.
2.7 – Process Evaluate your work in class based on Criteria F –

Journal #2 Attitudes in Technology (see rubrics). What
score would you give yourself? Would you give
E 14
the same score to your partner? Why or why not?
What can you do to improve your score (be
specific)?
2.8 – Process Which story idea have you decided to go with?

Journal #3 Are there any elements from the “losing” story
idea that you have incorporated into the final B 14
story? Why did you decide to go with this story
idea and not the other?
Story Board Design the storyboard for your film. You do not In Class
have to recreate every frame but you do need to
C
communicate the overall story idea through the
use of a storyboard.
2.9 – Process What props will you need in order to complete

Journal #4 your project? What music will enhance your B
animation? Why have you chosen this music?
2.10 – Process Discuss the process of working with your partner.

Journal #5 What challenges are you having? What IB
Learner qualities is your partner exhibiting in a
positive manner? What IB Learner qualities is
E 14
your team still working on developing? What is
your greatest strength as a team member? What
areas do you need to improve on to make you a
better team member?
Shooting Day You and your partner will have today to shoot all
our pictures! It is imperative that all your
pictures are shot at the same time! Use today
wisely. . .
2.11 – Process What developments have you and your team

E 14
Journal #6 made towards your film?
Evaluation Design a form that will be given to another team In Class

A
to evaluate the effectiveness of your movie.
Editing Day Use today to edit your animated film. Ensure the
E 14
film meets the specifications outlined in the task.
Completed Movie Due
2.13 – Process Compare your final movie to the original design. E

Journal #7 Identify at least one change that was made and 14
explain why.
2.14 – Process Look back at your original timeline/plan for the

Journal #8 completion of this project. Were you able to stick E
to your plan? What changes did you have to 14
make to the timeline? Why were those changes
necessary?
2.15 – Area of Discuss your film in relation to the Area of E

Interaction Interaction. How does your film reflect the ideas 14
of the designated Area of Interaction?
Stop Animation Investigation
Copy and Paste the following questions into your blog. Use the given links to answer the
questions.
http://en.wikipedia.org/wiki/Stop_motion
http://www.wikihow.com/Create-a-Stop-Motion-Animation
http://library.thinkquest.org/22316/home.html
1. What is stop motion?
2. How is motion created using stop motion animation?
3. What material is needed to create stop motion animation?
4. How is stop motion animation different from other forms of movies?
5. Describe the steps you need to follow in order to create a stop animation film.
Watch both of the Stop Motion Animation films posted below and answer the following
questions:
6. What objects are used in the films?
7. How is music used to tell the story in both animations?
8. What is the overall story in both of the films?_______________
This will be assessed using Criterion A – Investigation

0 1-2 3-4 5-6
The student
The student critically
The student does The student
investigates the investigates the
not reach a investigates the
Researc problem, selecting problem, evaluating
standard described problem, collecting
h and analyzing information from a
by any of the information from
information some broad range of
descriptors given. sources.
sources. appropriate
sources.
Writing a design brief and specification:
Design Brief: This is generally a brief statement of intent which might include some or all
of the following points:
 the theme you are following or what you intend making (brief can be ‘open’ or ‘closed’)
 who it is for – the end user or target audience
 what is the function or purpose of what is being made
 where it is to be used
 manufacturing technique
eg: I am going to make a soft toy on an Australian theme. This could be for tourists to buy
when leaving Australia as a souvenir of their holiday. It will be made from fur/felt or similar and
be suitable for indoor use/ornamentation.
This will be assessed against Criteria A – Investigate.
0 1-2 3-4 5-6

The student
not reach a describes the
The student states explains the
Problem standard described problem,
the problem problem, discussing
by any of the mentioning its
its relevance
descriptors given. relevance
Design Specification: A list of points/statements that are required in/of the product. Design
Specifications guide the design process; manufacturing specifications guide the
manufacturing process.
Eg:
 shelf to be made from pine

 must be able to support 4 kilograms
 to have a varnished finish
 must have a width of 220mm
At the completion of the unit you will be assessed on your ability to evaluate your chosen design
against your Design Specification. This will be assessed using Criterion B – Design.
0 1-2 3-4 5-6

Each design is
evaluated against
The student the design
The student does The student makes
justifies the choice specification. The
Design not reach a some attempt to
of one design and student justifies the
Justifica standard described justify the design
fully evaluates this chosen design and
tion by any of the against the design
against the design evaluates it fully
descriptors given. specification.
specification. and critically
against the design
specification.
Process Journal
You will be asked to maintain a record of your process towards the completion of this
project in a Process Journal. Each process journal entry will be recorded as a Blog; the
specific topic for each entry is listed in the overall timeline.
Your process journal entries will be assessed using Criteria E – Evaluate.
0 1-2 3-4 5-6

The student
The student
provides an
evaluates the
The student does The student evaluation of
product/solution
Self- not reach a evaluates the his/her own
and his/her own
Evaluati standard described product/solution or performance at
performance and
on by any of the his/her own each stage of the
suggests ways in
descriptors given. performance. design cycle and
which these could
suggests
be improved.
improvements.
Design Justification
Which design did you and your team decide to use for the game? Why did you choose
that particular design?
Your response for this blog will be assessed using Criteria B – Design.
0 1-2 3-4 5-6

not reach a generates a range
The student The student
standard described of feasible designs.
Designs generates one generates a few
by any of the Each evaluated
design designs
descriptors given. against the design
specification
Design The student makes The student Each design is

Justifica some attempt to justifies the choice evaluated against
tion justify the design of one design and the design
against the design fully evaluates this specification. The
specification. against the design student justifies the
specification. chosen design and
evaluates it fully
and critically
against the design
specification.
Video Production Storyboard

Objects: Shot Description:
Overall Story:
Overall Story:

Overall Story:
Introduction to
Windows Movie Maker 2

Introduction
This paper tutorial is designed as a basic introduction to Microsoft’s digital video editing
program, Windows Movie Maker 2 (MM2). Whether you are working with MM2 in the lab or
at home the process is the same.
To begin, this tutorial will provide a general overview of MM2 functions, settings, and tools.
Next, with the aid of graphics from MM2 interface, a brief explanation of how to capture or
import video, pictures, audio or music into the program will be defined. In addition, you will
also learn how to edit your movie, add effects and transitions, title and credits, or how to
add narration. Last, you will learn how and in what formats to save your movie and will be
provided with some options for selecting DVD burning software.
Overview
The process of creating a movie or a slide-show in MM2 consists of importing media such as
video, pictures, audio, or music into the program and then manipulating these same
elements to create a specific product. The interface is designed to provide visual access
and management of imported elements in the collections pane. Items from this area can be
dragged into either a storyboard or timeline window and then edited. From the monitor
window, changes or additions made to the project can be sampled through playback. Once
the desired effect has been achieved the combined project can be saved to the computer,
to a CD, or sent to e-mail, to the web, or a DV (digital video) camera.
Below is an image of the Windows Movie Maker interface—components of this interface are
detailed in the following sections.
Interface
Menus
The menus in MM2 give access to important program functions. Below is a graphic of the
six dropdown menus for file, edit, view, tools, clip, and play. In MM2, access to most
program functions can be reached through more than one location.
Timeline/Storyboard
In MM2, the storyboard and timeline windows are utilized for controlling placement of
media. From the timeline window, all of a project’s elements can be viewed in its
respective tracks along a linear (from left to right) layout. By selecting the plus (+) or
minus (-) magnifying glass at the upper left of the timeline window, a project can be
viewed from its extended length in minute increments or narrowly focused down to
tenths of a second. The project can be played by clicking on play/stop buttons. To narrate
a timeline, click on the microphone icon and to adjust volume, click on the volume
control. To toggle between views, click “Show Storyboard” or “Show Timeline.”
Movie Tasks, Collections, and Monitor
Below is a graphic of MM2’s interface including the Movie Tasks pane, the Collection
pane, and Monitor window. First, the Movie Tasks pane provides an access point to
capture video, edit your movie, and save your movie, as well as providing movie making
tips. The links in the pane are fairly intuitive and follow, from top to bottom, the basic
outline of the movie making process from start to finish. Next, the Collections pane
provides a thumbnail view of videos, pictures, and even music that have been imported
into MM2 for use on your movie project. From the Collections pane you select and drag
clips into the storyboard or timeline to create a movie. As will be discussed later, clips can
be manipulated to create a desired effect. Last, in the Monitor window you can test or
preview your movie. From the function buttons at the bottom of the window (also along
the top of the timeline/storyboard) you can play, stop, forward, or rewind your movie (or
manually use the seek slider), split a clip or capture a still image from video (Figure 1).
Movie Tasks Collections Monitor
Figure 1
Set-up
Before beginning any project, it is important to establish and set a number of program
options, as well as save your project.
Step 1: Select the Tools menu from the menu bar at the top of the interface.
Step 2: Select Options at the bottom of the menu.
Step 3: From the Options window, select the General tab (Figure 2) and modify options
accordingly. In the Default author box you may enter your name. You may also
wish to designate the location where the computer stores a backup of your project.
In the Save AutoRecover box you are given the option of having your project
backed-up anywhere between one and sixty minutes. The program defaults to ten
minutes; you may change this according to preference. Note: As a video editing
program can consume a lot of computer processing power and is susceptible to
“crashing,” it is always important to manually save your project often.
Step 4: From the Options window, select the Advanced tab (Figure 3) and modify options
accordingly. The picture duration and transition duration settings specify how long
(in seconds) a picture or transition will last. This setting will be applied to the entire
project. The editing section of this tutorial will show how to manipulate these
settings on an individual frame-by-frame basis.
Step 5: From the same advanced tab, the video properties settings default to NTSC
format and a 4:3 aspect ratio.
Step 6: Now, before beginning, select file in the upper left-hand corner of the MM2
interface and select save project. In the save in box select a folder, give your
project a file name, and then select save. If you are at home, the default location
for saved movies is to My Videos folder. Simply give your project a file name, and
then select save.
Note: If you are unsure about what settings to select, simply use the MM2 default
settings.
Figure 2 Figure 3
Import
To begin building your movie or slideshow project you must first import your video,
picture, audio or music files into MM2. To do so, follow the steps below:
To Import Video, Photographs, Audio or Music
Step 1: From the

Movie Tasks
pane, under
Capture
Video, select
Figure 4
the
appropriate link to import video, photographs, audio or music into MM2 (Figure
4).
Step 2: From the Import File window (Figure 5), choose the desired directory and files,
click Import, and the files will be inserted into your MM2 Collections pane.
Note: MM2 will allow you to import the following file formats:
Audio files: .aif, .aifc, .aiff .asf, .au, .mp2, .mp3, .mpa, .snd, .wav and .wma
Picture files: .bmp, .dib, .emf, .gif, .jfif, .jpe, .jpeg, .jpg, .png, .tif, .tiff, and .wmf
Video files: .asf, .avi, .m1v, .mp2, .mp2v, .mpe, .mpeg, .mpg, .mpv2, .wm, and
.wmv
Step 3: You are now ready to begin the creation of your project.
Figure 5
Edit
Once you have imported video, music, or photographs into your collections, these items
can be dragged from the Collections pane into either the storyboard or timeline to begin
the creation of your project. Items can be adjusted or moved anywhere in the timeline or
storyboard accordingly. After you have positioned these elements where you want them
you can use MM2’s edit functions to manipulate your project.
Split
One of the most useful functions in MM2 is the option of splitting a clip, either to adjust
for effects or to remove undesirable elements. To split a clip, follow these steps:
Step 1: First, in the timeline window, move the blue vertical time marker over the
desired location to split (Figure 6).
Step 2: From the Clip menu at the top of the interface, select Split and the clip will
become two separate pieces (Figure 7). You can also split a clip in the Monitor
by selecting the Split icon at the lower right of the window.
Step 3: If you desire to delete one of the new portions, click on that portion
(highlighted in white) and either right click and select delete or press delete on
the keyboard.
Figure 6
Figure 7
Trim
The Trim function serves as a manual length editing tool. In the timeline window, you can
manipulate the length (duration) of images, videos, audio or music. Trim works to
primarily reduce the length of videos, audio or music, but for images, trim can also be
used to extend or increase duration.
Step 1: Toggle to the Timeline window.
Step 2: Select the image, video, audio or music clip that you desire to manipulate.
Step 3: Place the arrowhead over the right end of the clip and a double red
arrowhead will appear (Figure 8). Click and drag to trim the clip (Figure 9).
Figure 8
Figure 9
Undo/Redo and Delete
MM2 gives you the option of undoing and deleting actions. By clicking on the Undo or
Redo icons at the top of the interface you may remove or redo an action (Figure 10). By
selecting the arrow at the right of the icon you may undo or redo a desired amount of
actions. By right clicking on a transition or clip you can Cut, Copy, or Delete specific items
(Figure 11). In the timeline window, you can also select a set of clips or other elements to
delete by placing the arrowhead at a specific point and, while holding down the left
mouse key, draw a selection around your clips and then press delete.
Figure 10 Figure 11
Audio Adjustment
After inserting audio, MM2 provides a number of options for adjusting transitions
between music clips, adjusting the volume of a clip, and adjusting the audio
strength between video and music.
Step 1: Between the junction of two music clips, select the right clip, drag clip left
over preceding clip and release (Figure 12). This will create a transition
between the two clips, and as one clip ends the following clip will fade in.
Step 2: To adjust audio levels, select the desired clip.
Step 3: Select Clip menu, then Audio, and last, Volume (Figure 13).
Step 4: In the Audio Clip Volume window, move the slider left or right to
decrease or increase volume, then select OK (Figure 14).
Step 5: At the top left of the timeline or storyboard windows, select the volume icon
and the Audio Levels window will appear.
Step 6: In the Audio Levels window, move the slider left or right to decrease or
increase volume between video and music, then select OK (Figure 15).
Note: By splitting a clip you can adjust audio or music volume within a desired
range. If you desire, you may also mute the audio from a video clip and allow
only music to play.
Figure 12
Figure 13
Figure 14
Figure 15
Effects
In MM2 you can add various effects to a project to enhance the outcome of your movie.
Some of MM2’s effects include; blurring, increasing or decreasing brightness, speeding
up or slowing down frames, rotating images or video clips, fading in or fading out, and
more (Figure 16).
Effects can be added to a project both in the storyboard and timeline windows. In the
timeline, effects can either be dragged into a specific track or by right clicking on a
desired image, selecting video effects (Figure 17), and then adding or removing desired
effects (Figure 18).
To add basic transitions follow these steps:
Step 1: From the Movie Tasks pane, under Edit Movie, select
View video effects.
Step 2: Choose the desired effect, select and drag into the
storyboard or timeline over the desired clips. On
individual clips in the timeline you can also right click on
a specific clip and add or remove effects. MM2 will allow
you to add up to six different (or the same) effects on
each clip.
Step 3: After inserting an effect, sample the change in the

preview screen to determine if the effect works in the
way you desire.
Figure 16
Figure 17 Figure 18
Transitions
MM2 offers sixty different video transitions (Figure 19). When applied, transitions provide
a unique way to smooth the exchange between clips in your project. To insert a
transition follow these steps:
Step 1: From the Movie Tasks pane, under Edit Movie, select View video transitions.
Step 2: Choose the desired transition, select and drag into storyboard between
desired clips (Figure 20).
Step 3: After inserting transition, sample the change in the Monitor to

determine if it works in the way you desire.
Step 4: To change a transition you can either Undo the action, right click on the
transition in the Storyboard and select delete, or simply drag a new transition
over the old transition.
Figure 19 Figure 20
When using the Fade transition, you are also overlaying small segments of the beginning
and end of adjoining clips. This transition makes the video and audio overlap (Figure 21).
Figure 21
Titles & Credits
To add titles or credits to your movie or slide show MM2 provides a number of font and
animation options. To add text, perform the following steps:
Step 1: From the Movie Tasks pane, under Edit Movie, select Make titles or credits.
Step 2: Determine where you want to add a title and select that option (Figure 22).
Step 3: In the text box which appears, enter your desired text.
Step 4: At the bottom of the text box, MM2 provides options for changing text font style,
size, and color (Figure 23). Text animation can also be manipulated through
clicking on Change the title animation and selecting the desired options (Figure
24).
Step 5: As text additions are made, a sample of the changes can be seen in the Monitor.
When completed, select Done, add title to movie and the text will be added to the
timeline.
Figure 22 Figure 23
Figure 24
Narration
To add an additional element to your movie or slide show, MM2 provides for recording
and inserting audio into the timeline. This process of narration can be accomplished by:
Step 1: Ensure that the microphone plug has been properly inserted into the
microphone outlet on the CPU or laptop.
Step 2: To narrate, either select the icon at the top Tools menu and then
Narrate Timeline or select the microphone left of the timeline (Figure 25).
Step 3: From the Narrate Timeline window, select Start Narration and the program will
begin recording. To stop the process simply select Stop Narration (Figure 26).
Step 4: Once stopped, you will be directed to save your narration. Give your
narration a name and select save.
Step 5: On the Narrate Timeline window, select Done and the audio will be inserted
into the Audio/Music track on the timeline. As with video, title, and photograph
elements, your created narration can also be moved or edited within the timeline.
Step 6: Click Play on the Monitor (or top left of the timeline/storyboard) and sample
your narration.
Figure 25
Figure 26
Save
Once you have completed your project, depending on what type of finished movie you
select (save to my computer, save to CD, etc), there are a number of options to choose
from. From this point some consideration must be given to the file size of your project, as
well as your intended media application. CDs typically hold up to 700 megabytes of data,
while standard DVDs can hold 4.7 gigabytes (double layer DVDs up to 8.5 gigabytes). On
average, one hour worth of imported video can consume 12 gigabytes (uncompressed) of
storage space. Windows Movie Maker has a list of twenty different settings for saving
your movie. Each setting has some combination of different bit rates, display sizes, and
frames per second. If you are planning on sending your project in email or to the web,
consider first the size of the project and the limitations of transmitting and opening large
files.
As a sample, follow the steps below to save your project to the computer:
Step 1: From the Movie Tasks pane, under Finish Movie, select Save to my computer
(Figure 27).
Step 2: In the Save Movie File window, under 1., enter a name for your completed
movie, and under 2., select the destination that the file will be saved.
Step 3: At the bottom right of the window select Next.
Step 4: In the Movie Settings window, select Show more options and then Other settings
(Figure 28).
Step 5: From the drop down menu you are given the option of selecting one of the
settings. For this project, choose Video for Broadband (512 kbps).
Note: Some DVD burning software will not support the WMV file format. In such a
case, you must save your project as an AVI file.
Step 6: Once you have made your selection, select Next and the file will be saved
(Figures 34 & 35).
Step 7: Once you have saved your project as a finished movie, you will not be able to
make changes. You can, however, reopen your Windows Movie Maker project file,
makes additions or changes and then save the project again as a finished movie.
Figure 27
Figure 28 Figure 29
Figure 30 Figure 31
IB Learner Profile
The aim of all IB programmes is to develop internationally minded people who,
recognizing their common humanity and shared guardianship of the planet, help to create
a better and more peaceful world.
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary
to conduct inquiry and research and show independence in learning.
They actively enjoy learning and this love of learning will be sustained
throughout their lives.
Knowledgeabl They explore concepts, ideas and issues that have local and global
e significance. In so doing, they acquire in-depth knowledge and
develop understanding across a broad and balanced range of
disciplines.
Thinkers They exercise initiative in applying thinking skills critically and

creatively to recognize and approach complex problems, and make
reasoned, ethical decisions.
Communicato They understand and express ideas and information confidently and
rs creatively in more than one language and in a variety of modes of
communication. They work effectively and willingly in collaboration
with others.
Principled They act with integrity and honesty, with a strong sense of fairness,
justice and respect for the dignity of the individual, groups and
communities. They take responsibility for their own actions and the
consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal
histories, and are open to the perspectives, values and traditions of
other individuals and communities. They are accustomed to seeking
and evaluating a range of point of view, and are willing to grow from
the experience.
Caring They show empathy, compassion and respect towards the needs and
feelings of others. They have a personal commitment to service, and
act to make a positive difference to the lives of others and to the
environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new
roles, ideas and strategies. They are brave and articulate in defending
their beliefs.
Balanced They understand the importance of intellectual, physical and

emotional balance to achieve personal well-being for themselves and
others.
Reflective They give thoughtful consideration to their own learning and

experience. They are able to assess and understand their strengths
and limitations in order to support their learning and personal
development.
RUBRICS
Criterion A – Investigate
Maximum: 6
Investigation is an essential stage in the design cycle. Students are expected to

identify the problem, develop a design brief and formulate a design specification.
Students are expected to acknowledge the sources of information and document
these appropriately.
Achievement Level Descriptor

Level
0 The student does not reach a standard described by any

of the descriptors given below.
The student states the problem. The student

1–2 investigates the problem, collecting information from
sources. The student lists some specifications.
The student describes the problem, mentioning its

3–4 relevance. The student investigates the problem,
selecting and analysing information from some
acknowledged sources. The student describes a test
to evaluate the product/solution against the design
specification.
The student explains the problem, discussing its

relevance. The student critically investigates the
problem, evaluating information from a broad range
5–6 of appropriate, acknowledged sources. The student
describes detailed methods for appropriate testing to
evaluate the product/solution against the design
specification.
Scoring
Criteria A: out
of 6
RUBRICS
Criterion B – Design
Maximum: 6
Students are expected to generate several feasible designs that meet the design
specification and to evaluate these against the design specification.
Students are then expected to select one design, justify their choice and evaluate
this in detail against the design specification.

Level

1–2 The student generates one design, and makes some

attempt to justify this against the design specification.
3–4 The student generates a few designs, justifying the

choice of one design and fully evaluating this against
the design specification.
The student generates a range of feasible designs,

5–6 each evaluated against the design specification. The
student justifies the chosen design and evaluates it
fully and critically against the design specification.
Scoring
Criteria B: out
of 6
RUBRICS
Criterion C – Plan
Maximum: 6
Students are expected to construct a plan to create their chosen product/solution

that has a series of logical steps, and that makes effective use of resources and
time.
Students are expected to evaluate the plan and justify any modifications to the
design.

Level

1–2 The student produces a plan that contains some details

of the steps and/or the resources required.
3–4 The student produces a plan that contains a number of

logical steps that include resources and time. The
student makes some attempt to evaluate the plan.
The student produces a plan that contains a number of

5–6 detailed, logical steps that describe the use of
resources and time. The student critically evaluates the
plan and justifies any modifications to the design.
Scoring
Criteria C: out
of 6
RUBRICS
Criterion D – Create
Maximum: 6
Students are expected to document, with a series of photographs or a video and a

dated record, the process of making their product/solution, including when and how
they use tools, materials and techniques. Students are expected to follow their plan,
to evaluate the plan and to justify any changes they make to the plan while they
are creating the product/solution.
Students will sometimes embark upon a very ambitious project, or they may
encounter unforeseen circumstances. In some circumstances a product/solution
that is incomplete or does not function fully can still achieve one of the levels
awarded for this criterion.

Level

1–2 The student considers the plan and creates at least part
of a product/solution.
3–4 The student uses appropriate techniques and

equipment. The student follows the plan and mentions
any modifications made, resulting in a product/solution
of good quality.
The student competently uses appropriate techniques

and equipment. The student follows the plan and
5–6 justifies any modifications made, resulting in a
product/solution of appropriate quality using the
resources available.
Scoring
Criteria D: out
of 6
RUBRICS
Criterion E – Evaluate
Maximum: 6
Students are expected to evaluate the product/solution against the design

specification in an objective manner based on testing, and to evaluate its impact on
life, society and/or the environment. They are expected to explain how the
product/solution could be improved as a result of these evaluations.
Students are expected to evaluate their own performance at each stage of the
design cycle and to suggest ways in which their performance could be improved.

Level

The student evaluates the product/solution or his or her

1–2 own performance. The student makes some attempt to
test the product/solution.
The student evaluates the product/solution and his or

3–4 her own performance and suggests ways in which these
could be improved. The student tests the
product/solution to evaluate it against the design
specification.
The student evaluates the success of the

product/solution in an objective manner based on the
results of testing, and the views of the intended
5–6 users. The student provides an evaluation of his or her
own performance at each stage of the design cycle
and suggests improvements. The student provides an
appropriate evaluation of the impact of the
product/solution on life, society and/or the environment.
Scoring
Criteria E: out
of 6
RUBRICS
Criterion F – Attitudes in Technology
Maximum: 6
This criterion refers to students’ attitudes when working in technology. It focuses on

an overall assessment of two aspects:
• personal engagement (motivation, independence, general positive attitude)

• attitudes towards safety, cooperation and respect for others.
By their very nature these qualities are difficult to quantify and assess, and
assessment should therefore take into account the context in which the unit of work
was undertaken.

Level

1–2 The student occasionally displays a satisfactory

standard in one of the aspects listed above.
3–4
The student frequently displays a satisfactory standard
in both of the aspects listed above.
5–6 The student consistently displays a satisfactory

standard in both of the aspects listed above.
Scoring
Criteria F: out
of 6
Scoring Overview
Criterion A Investigate out of 6
Criterion B Design out of 6
Criterion C Plan out of 6
Criterion D Create out of 6
Criterion E Evaluate out of 6
Criterion F Attitudes in Technology out of 6
Point Total (out of 36)
Overall Grade Points
1 0-5
2 6-9
3 10-15
4 16-21
5 22-26
6 27-31
7 32-36

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IB Design Technology

Ms. Tomlin and Mr. Wang Thurgood Marshall Academy

Duration: At least 2 minutes length

Essential Question: How can we tell a story without using words?

Areas of Interaction (AoI)

Human Ingenuity Design, Make and Evaluate a product

Organization – binding folio

Working effectively (independently or as a

Communication – design process

INVESTIGATE ~ Written or graphic task assessed against a specific rubric

CREATE ~ Observation/analysis; of end product compared to planning stages ~ Observation; of

EVALUATE ~ A written evaluation detailing: students experience with processes, success of

PERSONAL ENGAGEMENT ~ Observation by teacher and summatively recorded twice a

Formative Assessment - Your involvement and enthusiasm in the process

FINAL ASSIGNMENT REQUIREMENTS

 Generate possible story ideas

 Take images for the film

 Evaluate four things:

2.1 - Evaluation Download the question sheet from

2.2 – Design A short statement of intent which indicates the

2.3 – Design Design Brief: This is generally a brief statement of

 the theme you are following or what you intend

I am going to make a soft toy on an Australian theme.

0 The student does not reach a standard

1-2 The student states the problem

3-4 The student describes the problem,

5-6 The student explains the problem,

2.4 – Design Design Specification: B 13

At the completion of the unit you will be assessed on

2.7 – Process Evaluate your work in class based on Criteria F –

2.8 – Process Which story idea have you decided to go with?

2.9 – Process What props will you need in order to complete

2.10 – Process Discuss the process of working with your partner.

2.11 – Process What developments have you and your team

Evaluation Design a form that will be given to another team In Class

Completed Movie Due

2.13 – Process Compare your final movie to the original design. E

2.14 – Process Look back at your original timeline/plan for the

2.15 – Area of Discuss your film in relation to the Area of E

1. What is stop motion?

2. How is motion created using stop motion animation?

3. What material is needed to create stop motion animation?

4. How is stop motion animation different from other forms of movies?

6. What objects are used in the films?

7. How is music used to tell the story in both animations?

8. What is the overall story in both of the films?_______________

This will be assessed using Criterion A – Investigation

This will be assessed against Criteria A – Investigate.

0 1-2 3-4 5-6

 shelf to be made from pine

0 1-2 3-4 5-6

Your process journal entries will be assessed using Criteria E – Evaluate.

0 1-2 3-4 5-6

0 1-2 3-4 5-6

Design The student makes The student Each design is

Video Production Storyboard

Video Production Storyboard

Windows Movie Maker 2

Movie Tasks, Collections, and Monitor