Equipment

 Simple “//Stop motion”// animations need very little equipment. It is quite possible to find everything you need in your own classroom. ||  ||  Before you begin, draw up a **plan** of the animation’s storyline. It might be just a general timeline of what will happen and in what order, but it’s important that each person involved knows what the outcome is supposed to be. With the plan in place the students can visualize the end result as they move the ‘characters’ along. ||  ||  The most important piece of equipment is a **camera**. Any camera that takes still photos will do. A digital camera is preferable but a camera that uses film can be used, with the photos developed and presented on disc so they can then be transferred to the computer.
 * = =Equipment= ||  ||
 * ==Plan == || 
 * ==Camera == || 
 * ==Remote ==

Control
||  ||  ||  When you take photos for animations it is hard to keep the camera still as you take the shot, so a **remote control** for the camera is invaluable. Most digital cameras come with one but most people never need it and it stays in the box. However, it will prevent even the smallest movements, and keep the characters in focus all the time. ||  ||  A **tripod** is essential to keep the camera stable so each shot is taken from the exact same spot at the same angle. The only movement you want is from the subjects of the animation. || <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif"> || <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif"> Some form of **lighting** is helpful as animations are usually made indoors and the light can be dim. We used two standard halogen reading lamps which had two settings, one bright and one softer. We found that the softer light was better for lighting our work because it cast a less definite shadow. || <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif"> || <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif"> Action in any movie needs a **stage** of sorts and animations need a very stable one. The stage itself can be just a desk top, but the careful positioning of it is vital. This is because the slightest movement can cause a major earthquake on the set and it is almost impossible to put things back exactly as they were. Plenty of space around the stage so the students can move easily to adjust the ‘characters’ is very important, and they must be able to move the ‘characters’ without eclipsing the lights. || <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif"> || <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif">** Characters ** for the animation can be found or made. Small lego people or similar are ideal for animations, but we used only the things we found in the classroom and the students made t heir own characters to suit. The simpler animations manipulated the whole character as it was, but more complicated animations needed the characters to move their limbs so they needed flexibility. My students used plasticine for the flexible characters but some teachers have used blu-tack instead. (Education Queensland, 2008)
 * ==<span style="font-size: 110%; font-family: 'Times New Roman',Times,serif">Tripod == || <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif">
 * ==<span style="font-size: 110%; font-family: 'Times New Roman',Times,serif">Lights == || <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif">
 * ==<span style="font-size: 110%; font-family: 'Times New Roman',Times,serif">Stage == || <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif">
 * ==<span style="font-size: 110%; font-family: 'Times New Roman',Times,serif">Characters == || <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif">
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