HI+Animation+Investigate

GROUP
Your statement should include mention of the two challenging aspects of the project as stated in the introduction. Your goal statement will be referred to throughout your project, be sure it is both comprehensive and concise.

INDIVIDUAL
Be sure to indicate which examples you watched and describe what you learned from each example. WESTERN SPAGHETTI [] LEGO SUPER MARIO [] VERY HUNGRY CATERPILLAR [] TEA MAN [] BREAKDANCE [] DOWN THE DRAIN [] THREE LITTLE PIGS [] WALLACE & GROMIT [] THE ELEVATOR [] BACKWARDS [] ESCP EUROPE [] CHANGE [] SKITTLES [] FIREWORKS []

1) provides a definition of stop-motion animation in your own words, and

 * 2) describes some of the advice given for creating a successful stop-motion animation.**

INDIVIDUAL
[|**http://www.awn.com/mag/issue2.11/2.11pages/2.11briertonani.html**]** A little bit advanced- explanation from an expert in the field of stop motion animation ** [] - Stop Motion Animation Tutorial - THE KNIGHT [] - stop motion tutorial (using windows movie maker)
 * http://en.wikipedia.org/wiki/Stop_motion **** For an explanation about stop motion film making **
 * http://www.wikihow.com/Create-a-Stop-Motion-Animation **** How to create a stop motion animation – a very good resource **
 * http://www.wikihow.com/Create-a-Clay-Animation **** How to create a clay animation – a very good resource **
 * http://library.thinkquest.org/22316/home.html Collection of resources to help a beginner to get started with stop motion animation – written in simple language **
 * [] - Stop Motion Animation Tutorial **
 * [] - How to Make Stop-Motion Animations (last minute is Windows specific, but the ideas are transferrable) **

GROUP
MYP IB definition - The student’s response to the challenge, showing how he or she intends to solve the problem he or she has been presented with. This will guide his or her investigation as he or she works to develop a more detailed design specification. This design brief must include goals for your design, to which you will refer through the other steps of the process. It must also include an indication of how you will evaluate your product against the design brief.

** 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 ** || ** Level descriptor ** ||
 * 0 || The student does not reach a standard described by any of the descriptors given below. ||
 * 1–2 || The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications. ||
 * 3–4 || The student describes the problem, mentioning its 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. ||
 * 5–6 || ** The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification. ** ||