The Arts · Grade 9

Active learning ideas

Introduction to Animation Principles

Active learning works for animation principles because motion is best understood through doing. When students manipulate frames, objects, or timelines, they feel weight, timing, and anticipation in their hands before seeing it on screen. This kinesthetic and visual feedback makes abstract concepts concrete and memorable.

• Ontario Curriculum Expectations
• MA:Cr1.1.HSII
• MA:Pr5.1.HSII

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 30 min · Pairs

Pairs: Flipbook Squash and Stretch

Pairs draw a bouncing ball sequence on stacked sticky notes, exaggerating squash on impact and stretch on rebound. They flip through to test motion, then refine based on peer feedback. Share final flipbooks with the class.

Explain how the principle of 'squash and stretch' enhances the illusion of weight and flexibility.

Facilitation Tip

During the Flipbook Squash and Stretch activity, remind students to measure the deformation of their object in centimeters to make the principle measurable and repeatable.

What to look for

Present students with short animated clips (e.g., a bouncing ball, a character preparing to jump). Ask them to identify which animation principles are most evident and provide one specific example from the clip for each identified principle.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 45 min · Small Groups

Small Groups: Digital Timing Challenge

Groups use free animation software to animate a walking character at slow, medium, and fast timings. They record observations on how speed alters personality, then vote on the most expressive version. Present findings to the class.

Analyze the role of timing in conveying character personality through animation.

Facilitation Tip

For the Digital Timing Challenge, circulate to ask groups how the character’s personality changes when they adjust the spacing between key frames.

What to look for

Students create a simple 5-second animation demonstrating anticipation. They share their work with a partner and answer: Does the anticipation clearly prepare for the action? Is the timing effective? Provide one suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 40 min · Whole Class

Whole Class: Anticipation Clip Analysis

Project short animations; class pauses to identify anticipation poses. Students sketch their own versions on whiteboards, discuss improvements, then animate digitally as homework. Review collectively next class.

Design a short animated sequence demonstrating the principle of anticipation.

Facilitation Tip

When analyzing anticipation clips, pause the video frame-by-frame to help students see how preparatory poses set up the main action.

What to look for

On an exit ticket, ask students to define 'squash and stretch' in their own words and explain how it contributes to the illusion of weight. Then, have them describe a scenario where timing would be crucial for conveying a specific emotion (e.g., fear, excitement).

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 50 min · Individual

Individual: Principle Mashup Sequence

Students design a 10-frame sequence combining all three principles for a simple action like jumping. They storyboard first, animate in software, and self-assess against rubrics. Submit for teacher feedback.

Explain how the principle of 'squash and stretch' enhances the illusion of weight and flexibility.

Facilitation Tip

During the Principle Mashup Sequence, provide a storyboard template with labeled frames to guide students in planning their animation before filming.

What to look for

Present students with short animated clips (e.g., a bouncing ball, a character preparing to jump). Ask them to identify which animation principles are most evident and provide one specific example from the clip for each identified principle.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teaching animation principles works best when students experience the concept, analyze it in professional work, and then create their own examples. Avoid lecturing on theory without practice. Use real-world footage as a reference to ground abstract ideas in visible motion. Research shows that slow-motion videos and hands-on manipulation accelerate understanding, so build time for both observation and iteration into every lesson.

Successful learning looks like students confidently applying squash and stretch to show weight, using anticipation to prepare actions, and adjusting timing to express emotion. They should articulate how spacing and deformation create believable motion and justify their choices during discussions and peer reviews.

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Watch Out for These Misconceptions

• During the Flipbook Squash and Stretch activity, watch for students who make their object bounce without deforming it. Redirect them by asking, 'How does a basketball look when it hits the ground? Show me with your clay ball.'

  Have students compare their undeformed ball to a real one dropped from a small height. Ask them to measure the width and height of the ball before and after impact to quantify the deformation.

• During the Digital Timing Challenge, watch for students who assume timing is only about making the animation faster or slower. Redirect them by asking, 'Does your character feel robotic or alive? Listen to the playback and adjust the spacing between these two key frames.'

  Ask students to test two versions: one with even spacing and one with eased timing. Have them describe the difference in motion and emotion between the two.

• During the Anticipation Clip Analysis, watch for students who dismiss preparatory poses as unnecessary. Redirect them by asking, 'If a character jumps without bending their knees first, what does that look like to you?'

  Have students draw two storyboards side by side: one with anticipation and one without. Ask them to label the poses and explain which version feels more natural when they act it out.

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Methods used in this brief

• Experiential Learning