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Developed by the Nerve Centre for the Digital Book of Kells project. This creative educational programme provided primary school pupils in Derry~Londonderry with the opportunity to take part in the creation of a new ‘Digital Book of Kells’ for the 21st century. Additionally, teachers across the city were trained and supported in delivering creative digital projects within the curriculum.
Produced by CCEA in partnership with the Nerve Centre and Culture Company.
© CCEA 2013 www.ccea.org.uk/colmcille
Pupil Resources
OF THETHE MAKING
OF
1
CONTENTS
Activity 1: View the Prezi and Take the Quiz Pupil Resource Page
1.1 The Big Quiz 1.1a & 1.1b 2
Activity 2: Create and Animate Using ICT Pupil Resource Page
2.1 Create a PowerPoint Presentation
2.2 Create an Animated Celtic Story
2.1a & 2.1b
2.2a, 2.2b, 2.2c, 2.2d
2.2e, 2.2f, 2.2g, 2.2h
2.2i & 2.2j
4
6
Useful Resources Page
What Have You Learned? 16
AcknowledgementsPage 11, Textures/Effects: (Top) iStockphoto/Thinkstock.com; (Bottom left) Photodisc/Thinkstock.com; (Bottom centre) iStockphoto/Thinkstock.com; (Bottom right) DesignPics/Thinkstock.com
2
1.1 THE BIG QUIZView the Prezi: The Making of the Book of Kells and answer the questions.
Pupil Resource 1.1aActivity 1 View the Prezi and Take the Quiz
1 What shape were books before they were made in the shape we know today?
2 How many illustrators do we think worked on the main pages of the Book of Kells?
1 3 7
3 Monks made the whole book, including the pages and coloured inks. True or false?
True False
4 MAKING THE PAGES – Put the process in the right order:
5 Label the pictures and write down the colour that each item made. (Use the lists to help you!)
ItemsKermesInsect
TurnsoleOak appleVerdigrisOrpiment
Lapis lazuli
ColoursBlackGreenPurpleBlue
YellowRed
Pages were cut out.
Calf skin was soaked in lime and water.
Hair was scraped off the skin.
The skin was stretched and flattened.
3
Pupil Resource 1.1bActivity 1 View the Prezi and Take the Quiz
Lapis Lazuli came from Afghanistan. Mark Afghanistan on the map.6
What did scribes use to make thequills they wrote the book with?8
Draw and label your answer.
When was the cover stolen from the Book of Kells?10
9th century
11th century
13th century
Fill in the missing words.9
The Book of Kells is made from‘stacks’ of gatherings
together. The assembled stackswere held together (bound)
in a book shape by sewing the
and last gatherings into the
Where did these pigments came from?71. Turnsole
2. Kermes Red
3. Iron gall black
4
Your task is to make a multimedia presentation about the making of the Book of Kells. You should use computer software such as PowerPoint or Slideshow.
First, you need to plan the slides you will include.
Title Slide
The first slide should have the title of your presentation and your own name(s) on it.
Facts about the Making of the Book of Kells
Each slide should tell us something different about how the Book of Kells was made. You might choose to present one or two aspects of the making of the manuscript, like the coloured inks used, or the various stages of the process, from the making of the pages to the binding of the book.
Pictures
Each slide should have at least one picture to illustrate the text. Your pictures may be provided by your teacher, downloaded from the internet or a camera, or drawn and scanned into the computer.
Your presentation must have at least 10 slides, including:
2.1 CREATE A POWERPOINT PRESENTATION
Pupil Resource 2.1aActivity 2 Create and Animate Using ICT
Things to think about:
Text and FormatMake a plan to sequence the information in your presentation. You might want to format the text size, font and colour.
ImagesYou could use different tools like crop, adjust contrast/brightness and recolour to edit your images. You could also add relevant hyperlinks and embed video files.
Timing, Transitions and AnimationsYou may want to animate your slides using custom animation and applying transitions. You could even use a timed loop for your show.
Now use the Presentation Planning Sheet to help you plan your presentation.
5
To plan your presentation, think about the information you have learned about the making of the Book of Kells.
Use the boxes to plan the text and image(s) you will put in your presentation.
Slide 2 Slide 3 Slide 4
Slide 5 Slide 6 Slide 7
Slide 8 Slide 9 Slide 10
If you need more space, use another sheet.
Title (Slide 1)
My Presentation
By ..................
What have you learned about
the topic?
Presentation Planning Sheet
Pupil Resource 2.1bActivity 2 Create and Animate Using ICT
6
2.2 CREATE AN ANIMATED CELTIC STORY
Pupil Resource 2.2aActivity 2 Create and Animate Using ICT
Now you’re going to plan and make an animation about something you’ve learned. First, your team will need to think about:• the three Cs – camera, character and colour; and• the three Ss – setting, story and sound.
A long shot can be used to set the scene and show the
action. It can also be used to show full length characters
from a distance.
A close-up shot shows us details or the
emotions on a character’s face.
A mid shot shows one or more characters, usuallyfrom the waist or knees up. Not much background
is visible.
Camera ShotsThe camera is used to show and lead us through the story. It is important to think about which shots are used. These are the main types of camera shots.
Camera AnglesCamera angles can be used to show moods and atmosphere or make a shot more interesting. Here are three basic camera angles you will see in films.
A low angle shot is taken from below, with the camera pointing up. This angle can be used to make someone look bigger and more in
control.
A high angle shot is taken from above, with the camera pointing down. It can be used to emphasise how small, vulnerable or
helpless someone is.
A point of view shot is where you seem to see what the character is seeing.
7
Pupil Resource 2.2bActivity 2 Create and Animate Using ICT
Test Yourself
Discuss...What camera shot(s) do you think you might use?
Notes/Ideas:
Discuss...What camera angle(s) do you think you might use?
Notes/Ideas:
Label each camera shot below – is it a close-up, a mid shot or a long shot?
Now label each of these shots – is it a high angle, low angle or point of view shot?
8
Character and Colour
Pupil Resource 2.2cActivity 2 Create and Animate Using ICT
Scribes would have had a quill to write with.
What other items might make your animation more authentic?
HAIR:Monks shaved their heads in a ‘tonsure’.
CLOTHES:Monks in the 8th and 9th century would
have worn long tunics and cloaks of varying colours. Their clothes were fastened with
leather belts and they wore sandals.
AGE:People of different ages lived in
monasteries. Some young men joined a monastery when they were 15 or
16 years old.
Now think about the character(s) you will include in your animation. You could use the information below to help you.
9
Pupil Resource 2.2dActivity 2 Create and Animate Using ICT
BUILD (tall, short, heavy, thin...):
HAIR STYLE AND COLOUR (long, short, shaved, plaits...):
CLOTHING (tunic, cloak, trousers, bare legs, shoes...):
AGE:
JEWELLERY/OBJECTS (crozier, bracelets, brooch...):
Creating Characters for Your Animation
Use this page to make notes about the characters your team agrees should be included in your animation. Sketch and jot down what they will look like, and what colours and materials you might use to make them.
If you need more space, use another sheet.
BUILD (tall, short, heavy, thin...):
HAIR STYLE AND COLOUR (long, short, shaved, plaits...):
CLOTHING (tunic, cloak, trousers, bare legs, shoes...):
AGE:
JEWELLERY/OBJECTS (crozier, bracelets, brooch...):
10
Read the information about late 8th/early 9th century society and look at the pictures. What setting will you use for your animation.
Pupil Resource 2.2eActivity 2 Create and Animate Using ICT
There were no cities or large towns in late 8th and early 9th century society. Families came together in small farming communities made up of round huts with thatched roofs.
Monks lived outside the rest of society in monasteries. Monasteries were small, isolated settlements, like small villages, usually enclosed within stone walls.
Buildings were made from stone or timber, or wattle and daub (interlacing rods, twigs or branches plastered with clay).
Settings
cloister
Scriptoria
monks cells
Tower
workshopsguest housemill
animal pens
kitchengarden
church
libr
ary
novice cells
refectory
kitchen
blacksmith
farm
graveyard
St Oran’s Chapel
infirmary
daubwoven wands or withes
poststake
frame
11
Notes/Ideas:
Pupil Resource 2.2fActivity 2 Create and Animate Using ICT
Now, in your group discuss the background for your animation – this will be your setting.Plan how you will create your background.
Could you use different textures to add interest?
Which colours would be best for your setting?
TEXTURE/ EFFECTS
Things to think about:
Don’t make your background too detailed! People need to be able to focus on the action.
Remember not to include anything that moves in nature (for example birds in the sky, animals in the field or fire). You’ll need to make moving things seperately.
COLOUR
12
12
Pupil Resource 2.2gActivity 2 Create and Animate Using ICT
FLICK BOOK CHALLENGE
Try timing how long your flick book takes to watch!
Make a flick book together in your group! Each person should work on eight small strips of paper...
Each page should show a tiny movement from the last.
Keep it simple: agree what your character will look like before you begin, for example a stick man, outline drawing or simple shapes.
OPTIONAL
Story and SoundThink about how long you will have to tell your story.
Frame rate = the number of pictures per second in a film
Most animations that we watch are made up of individual frames (pictures)
that are played back at a speed of 24 frames per second.
When our eyes see a series of fast moving pictures one after another, our brains are tricked into seeing the pictures as moving.
Can you work out how many frames (pictures) we watch
in a minute?
24 (pictures) x 60 (seconds) =
frames
Can you work out how many frames (pictures) you would need to take for 30 seconds
of film?
8 (pictures) x 30 (seconds) =frames
To make your animation, you will use a frame rate of between 8 and 12 frames
per second.
This means you will need 8 –12 pictures for every second of your film.
13
Pupil Resource 2.2hActivity 2 Create and Animate Using ICT
Animation PlanWrite notes below to help you with your animation storyboard.
Animation title
Team members’ names
Where/When? What will you draw or paint in your background to tell us where and when the story is set? Buildings? A desert? A forest?
Who? List your characters and their roles. How will you make them?
What? Sum up your story in one or two lines.What is the action in your story? Is there a start, a middle and an end?
Sounds and EffectsWhat sounds might help you to create atmosphere or add interest?What effects or music might you use? Will there be narration or dialogue?
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Pupil Resource 2.2iActivity 2 Create and Animate Using ICT
Page of
StoryboardName(s):
A storyboard is a way of planning your animation. It can look a bit like a comic book. Use the large boxes to draw pictures of the main shots in your animation. Use the speech boxes to write down your ideas about any sounds and narration you might want to add.
Ideas for name of animation:
15
Pupil Resource 2.2jActivity 2 Create and Animate Using ICT
Page of
Storyboard
16
What Have You Learned?
Useful Resources
New Words
Notes
Developed by the Nerve Centre for the Digital Book of Kells project. This creative educational programme provided primary school pupils in Derry~Londonderry with the opportunity to take part in the creation of a new ‘Digital Book of Kells’ for the 21st century. Additionally, teachers across the city were trained and supported in delivering creative digital projects within the curriculum.
Produced by CCEA in partnership with the Nerve Centre and Culture Company.
© CCEA 2013 www.ccea.org.uk/colmcille
Teacher Guide
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