THE HEART AND CIRCULATION Liv Bargman THE

Transcription

ILLUSTRATING
SCIENCE
RESOURCE
BOOK
THE HEART AND CIRCULATION
Liv Bargman
THE HOUSE OF ILLUSTRATION
ILLUSTRATED IDEAS FOR
INCORPORATING CREATIVE
PRACTICE INTO THE
KS2 SCIENCE CURRICULUM
THE HEART AND CIRCULATION: COMIC STRIPS
2
THE HEART
AND
CIRCULATION:
The Heart and Circulatory System
as a Story...
IIn our project at Torriano Junior School, we learned about
the circulation of blood around the body as a narrative
sequence. Pupils were shown diagrams, film footage
and experimented with materials such as charcoal, inks
and cutout animation to learn the facts and to visualize
the process of the blood as it circulates. They then
worked in teams to create illustrations and animations to
communicate the complex scientific processes as a story.
This resource is intended to give you the tools to deliver
a similar project with an outcome of your choice: comic
strips, creative writing or animation. See our Project
Galleries for a look at the animations the pupils at Torriano
made.
Hand drawn comics are included, along with a projectstarting story about scientists who shrink in order to
investigate the processes of the body on a cellular level.
This is designed to provide a creative and fun launch,
and a narrative springboard for the pupils’ storytelling
in whichever the chosen format. It is also designed to
give the pupils a breadth of understanding, covering the
curriculum base.
In addition we have provided the “cast of characters” for
the story and the story’s settings, along with the story as
broken down into ten parts.
How to Use
1. Download and print the relevant instructions or templates for either animations or comic strips
2. Show the class film footage, diagrams and other information about the heart and blood circulation, and get them
drawing the heart, diagrams showing the flow of blood etc. See useful links for sources of visual information.
4. Go through the 10-part story with the whole class
5. Go through the “cast of characters” with the whole class
6. Use the Shrinking Scientists comics and story to launch the creative scientific enquiry
7. Divide the class into 10 groups and allocate one part of the story to each group
8. Brief each group to design the setting, characters and action to communicate their part of the story
9. Build in research, design and refining time for their visual work
This was the project launcher and with it we included the Shrinking Scientists comic Issue 1. It got the pupils excited
about the project and they got involved with the characters.
3
THE EXCITING STORY OF THE TWO
SHRINKING SCIENTISTS:
Investigating the Human
Circulatory System
Two scientists, Jeffry and Gordon were trying out
shrinking devices in their laboratory to see if they
could make humans shrink to the size of cells. They
wanted to go inside the human body to find out what
was going on when the blood travels around the
circulation system. They decided to use their friend
and fellow scientist, Fred,as the subject for their
experiment.
With their camera and radio transmitter, they entered
the blood machine and parked it in the shrinking
machine. A giant flash and electric rumble notified
them that the shrinking machine had worked – they
were now as tiny as cells! They took off but found it
hard to control such a tiny machine. They flew closer
to Fred with the intent to be popped into a needle
and put into Fred’s vein. Fred suddenly cried, “Aarghh,
I’m petrified of needles!”
“What do we do now?” Gordon asked. Jeffry thought
the best thing to do was to go up Fred’s rather large
nose. “That is going to be absolutely horrific.” Gordon
replied.
“We have to do it I’m afraid. Just cover your eyes from the green unpleasantness we are about to experience.”
They made their way up the giant nose and into Fred’s body. ….
4
INVESTIGATING THE HUMAN
CIRCULATORY SYSTEM
What is found in the bloodstream will be
your cast of characters in your animation...
This information is provided and given to the pupils to inform
them of all the elements of the blood and circulatory system,
their scientific characteristics and functions. They can have fun
designing illustrated representations of these characters. The
characters must do the job of portraying the characteristics
and function of the biological elements.
MAIN CHARACTERS:
In storytelling, there are lead characters. They need a motive to
be in a place. Our motive we created for the Torriano project is
above and we created these scientists. Feel free to make up your own backstory to introduce to the children prior to the
project beginning. We also created the pre-visit comic. Use this as your introducer or create your own comic.
Jeffry – shrinking scientist
Gordon – shrinking scientist
Fred – experiment subject
SUPPORTING CAST:
1. Red blood cells
Disc shaped
They are the vehicles for carrying oxygen
2. White blood cells
Larger than red blood cells
They are different colours
Their job is to defend the body from germs and other invaders
3. Platelets
The platelets help the blood clot
4. Plasma
The liquid part of the blood.
Blood plasma is a pale yellow liquid and
contains dissolved food
5. Viruses and bacteria
The invaders of the body fight our cells
that can make us ill.
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SETTINGS:
Story Locations
The Heart
The heart is the machine which pumps all the characters around the body and is at the centre of our story and setting. It
is like two pumps in one. The right side of the heart receives blood from the body and pumps it to the lungs. The left side
of the heart does the exact opposite: it receives blood from the lungs and pumps it out to the body.
HEART PARTS:
The heart is made up of four different blood-filled areas, and each of these areas is called a chamber. The atria are the
chambers that fill with the blood returning to the heart from the body and lungs. The heart has a left atrium and a right
atrium.
Left Atrium fills up with blood from the lungs
Right Atrium fills up with blood from the body
Left Ventricle is to squirt out the blood to the body
and lungs
Right Ventricle is to squirt out the blood to the body
and lungs
The Lungs are where the blood fills up with oxygen
THE VESSELS:
Veins Carry blood back towards the heart.
Arteries Blood vessels that carry blood away from the
heart
Capillaries Tiny blood vessels that carry blood to the
individual cellsand join the arteries to the veins
from breathing
TURNING SETTINGS INTO A VISUAL:
The story takes place in the circulatory system of the human body. This can be visualised–(illustrated or animated) in a
plethora of ways to make it exciting for pupils. In the project at Torriano School, the pupils decided the setting for the
story should be FRED CITY; Fred’s circulatory system in which the two intrepid shrinking scientists find themselves.
But you can choose any place! Here are a few suggestions.
SUGGESTIONS FOR THEMES OF PLOT
AND PLACE...
Give your pupils a choice of themes to work to.
Then character ideas for the cast will come really easily,
as will props and backgrounds.
Space
A medieval castle
A futuristic city
An underwater world
A war zone
A maze
A forest
Remember:
Be as imaginative as you like- you don’t need the heart to look like a heart! You are getting the idea across about the
bloodflow being fast, the heart is constantly pumping and the blood carries essential nutrients and oxygen to the
whole body. The idea of the blood being fast will come across with the movement of the animation.
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CIRCULATION:
A Story In 10 Parts
To create our animation, the class was divided into ten
teams. Each team was allocated a part in this ten-part
story and given the task of creating the visuals for their
part in the story of circulation. Each team worked out their
narrative using a storyboard (see comics and storyboards
templates), and then designed their setting, and the
characters needed for their part of the story.
To turn the settings into fun exciting visuals – the heart,
the lungs and the veins and vessels into exciting paces to
draw, you need to introduce creative writing ideas.
For the project at Torriano we explored characterisation
by looking at the characteristics of the cast. We took the
journey of the blood and divided it into ten sections (see
below).
Half of the story is illustrated/animated in blue and half
in red to differentiate between oxygenated and nonoxygenated blood.
If you look in a science text book, the language is
descriptive, so we included creative and imaginative
language, thinking about the characters created earlier and
where they would live!
Questions to ask...
What do veins and vessels look like?
What else could you turn them into?
What is the heart?
It is a pump, a machine.
Use the physical properties of the parts of the circulatory system, the characters in the blood too.
ACT 1
Act 1/ Scene One
Act 1/ Scene Seven
Vena Cava to Iliac Vein (blue)
We enter the vana cava
Artery to Capillaries (red)
Act 1/ Scene Two
Capillaries to Jugular Vein (red)
Vena Cava to Right Atrium (blue)
Act 1/ Scene Three
Right Atrium to Right Ventricle (blue)
Act 1/ Scene Four
Right Ventricle to Lungs (blue)
Act 1/ Scene Five
Lungs to Left Atrium (red)
Act 1/ Scene Six
Atrium to Artery (red)
Act 1/ Scene Eight
Act 1/ Scene Nine
Jugular Vein to Capillaries (red)
Act 1/ Scene Ten
Capillaries to Right Atrium (red)
THE HEART AND CIRCULATION: ANIMATION
7
CREATING A STOP-FRAME
ANIMATION:
The Design
& Illustration Process
This resource takes you through the design and illustration
processes used when creating the animations at Torriano
School. We introduced the project by showing the pupils
some images of cells to get them to think microscopically
and to begin designing key characters in the story. We
then worked through storyboards, background and prop
design.
Once all the visual elements to tell the story are complete,
the animation process can begin.
We showed the pupils images from Wellcome Images collection. We asked them to use inks to recreate the patterns
they saw in the images. (For image resources see other
useful resources notes).
How To Make
Blobby Ink Splats:
Cellular Characters...
In response to the images of microscopic cell walls and cells,
the pupils used inks and pipettes to mark-make blobby cell shapes.
MATERIALS: You Will Need...
Watercolour inks
Watercolour or heavy cartridge paper
Pipettes
Water pots
Soft brushes
Process
1.
2.
3.
4.
5.
6.
Give each pupil a piece of watercolour paper.
Use a brush to paint circles of water onto the paper.
Suck up some ink into the pipette and drop into the water circle.
Use a different colour and drop into the circle too. Interesting patterns and colour will appear and look like the cells.
Wait to dry and cut them up to add as separate elements in the animation.
You can also use these to turn into cell characters that you can cut out and use as moveable elements that appear on
your stop frame animation.
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Designing The Characters
To Animate...
To make a good story, you need
good characters. We discussed
what character would appear
in our stories (see cast of
characters). We explored character
design and characters that would
journey around the body. We
looked at things that are found
in the blood, such as red blood
cells, white blood cells, platelets,
plasma and bacteria.
The characters were drawn in a
large format first with good quality pencils and oil pastels.
As we need to work to a small scale for the animation we
drew the characters again from these initial designs on
coloured paper. These were cut out and stored in labelled
envelopes.
Some parts of the story will
have elements that need to be
animated and not just part of the
background. For example in one
scene in the story describes the
red blood cells flowing through
the veins and coming across
valves. These elements will need
to be separate to the background
as they need to move. Using
coloured paper draw these as
done with the characters.
The story may also need “props” such as valves,
signposts, speech bubbles and even weapons! Design
and cut out all the elements needed as for the characters
above.
Storyboarding
See the storyboard templates and how to use guides included in this resource for more on storyboards. In designing the
animation, storyboards are an important step. They will enable the pupils to plan the route and sequence of the action in
their story, while also supporting narrative and design skills.
Each pupil was asked to plot out a visual storyboard in accordance to the storyline given using their characters. They
needed to map out their story first in order for the animation to make sense and for it to flow well. Remind them that
they are telling a story as well as explaining scientific ideas and planning an animation.
They drew their own boxes – 6 frames – each frame illustrated a descriptive line from each part of the story they were
given. The best storyboard was decided from each of the groups. This was done by means of a vote from the pupils. The
group then worked from this storyboard with each of their characters included in the final group storyboard.
Background
This is important as it remains present throughout the animation, and portrays the setting for the story’s action. Each
storyboard contained 6 different background due to the 6 frames in each. A Torriano School, each pupil from the group
drew their background using charcoal. This is an ideal medium as texture can be subtle, it can be rubbed away or added
to as part of the animation to create increased change and movement. The background can, however, be created in a
variety of ways – from a blank piece of paper or photograph, a drawing, painting or collage.
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Using Charcoal To Create The
Backgrounds:
Materials:
You will need:
A3 cartridge or sugar paper
Charcoal of various thicknesses
Putty rubbers
Process
1. Use the flat side of the charcoal to cover your A3
paper in a light covering of charcoal. Use your fingers
to smudge the charcoal around the page.
2. Draw out the outline of the background. For this project they were tunnels and tubes (veins and vessels).
3. Use a putty rubber to make parts of the charcoal lighter. Use charcoal to add detail. When animating keep the charcoal
handy as you can add detail and rub it away during each frame. In the animation use it as a tool to create movement .
4. Rub away bits and draw in between frames. Draw behind the characters while they run across the frame to show
they are flowing through liquid.
See the tester animation for Illustrating
Science in the project galleries online.
This was created by Liv Bargman to
show the pupils how one part of the
animation could look.
10
How To Make
A Stop Frame Animation
Stop motion animation is a technique to make a physically
manipulated object appear to move on its own. The
object is moved by small amounts between individually
photographed frames, creating the illusion of movement
when the series of frames are played as a continuous
sequence.
This resource is intended to explain the process to enable
you to make animations with your class like the ones we
made at Torriano School. See the Project Galleries to play
the children’s completed animations.
Equipment: You Will Need...
Laptop(s)
Software to capture the animation, a
webcam or video camera (DV, DVD, HDV, SDI, HDMI
depending on the software you choose), and a tripod. A
tripod to mount a video camera on. See below for useful
links and resources.
A webcam or digital video (DV) camera to film
animation
A power adaptor for your video camera so your camera does not turn off while you animate
Lights - so your animations do not have lots of
unwanted moving shadows (desk lamps work fine for small
sets)
A USB microphone (or other recording device) to
A webcam is an ideal way to get started with stop motion
animation at low cost. There is no need to worry about
setting camera settings. Just plug and play! Some new
webcams now shoot in HD and even have manual focus
rings on the front, perfect for animation.
For a high quality image with the ability to control zoom,
focus and exposure, DV cameras are great. You might be
lucky enough to have an old analogue or video camera
crammed full of useful manual features.
However to be of use for animation, most DV cameras
need to be connected by a fire-wire lead. These are most
commonly found on cameras using mini DV tape as a
recording method. They do not come as standard on
cameras or computers so you will need to check this.
record a soundtrack.
THE SET UP
Set up the camera by pointing it downwards onto the table with the first background underneath.
eBe sure to make it so that there are no shadows. Have the charcoal to hand so you can add marks to the animation
in between frames. The animated elements or puppets, will be animated lying down with a camera mounted directly
above, so position your camera on a bookshelf or tall tripod.
The best way to arrange your shooting space is by securely fastening the background art to your surface (a table, counter
or the floor). Then place the puppet on the background. Make sure the camera view captures the whole area where the
action will take place, adjusting the background or camera height as necessary.
ANIMATION ELEMENTS
A piece of white card
The cutout elemtents
The background
Charcoal and putty rubber
Stop Frame Animation:
The Process
1. See the illustration for the Animation Station setup. (below)
If you do not have enough equipment-, don’t worry, pupils can take it in turns to use the equipment.
2. Assign each pupil a role in their group.
If there are more than below, you can double up the roles i.e. have two animators.
Camera operator (takes the frames on the laptop)
Director (keeps an eye on the storyboard and oversees the group)
Animator (moves the characters)
Storyboarder (assistant to the director)
3. Open the animation software. Save the project before you start. Label the animation files in a methodical
way. E.g. Group 1 Frame 1 (child’s name)
4. Set the fps (frames per second) to 8.
5. When happy with the position of the camera and it is in focus, take the first frame by clicking
on the camera button on the software. Take five frames of the background so that gives a bit of time to introduce the
audience to the scene.
6. Start to move the character into the frame according to the storyboard. Move just a little bit at a time.
7. Consider other parts of the animation that could be moved too – other elements of the process like the blobby
cell splats created earlier. Cut them out and if using charcoal you can draw onto the background with and rub away to
create a sense of movement. Remember to keep saving and to delete any frames that are out of sync or if you have
accidentally taken any images of hands or fingers!
8. When you have finished, you can export to edit it. Go to file and click export. It will save as a mov file.
9. Open up all of the groups animations in iMovie. Put them in order along the timeline.
10. To add a title sequence and credits, if you haven’t hand drawn them in your animation already.
11. Add sound effects and a soundtrack (see video editing software links below) to your edit.
12. When you have finished, export the animation as a Quicktime movie.
13. Share it by embedding it on your school website. Have a screening at school.
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THE HEART AND CIRCULATION: RESOURCES
USEFUL RESOURCES:
Animation Software
Listed below is a range of software and hardware for making animated films. Making the choice is probably the hardest
part. Software applications such as HYPERLINK “http://www.kudlian.net/products/icananimate” I Can Animate and the
free HYPERLINK “http://www.giantscreamingrobotmonkeys.com/monkeyjam” MonkeyJam make use of this technique.
I Can Animate
PC & MAC: I Can Animate KS2+ See link for cost
www.kudlian.net/products/icananimate
Monkey Jam
PC: MonkeyJam KS2+ Free!
www.giantscreamingrobotmonkeys.com/monkeyjam/
Flip Boom Classic, ToonBoom
PC & MAC: Flip Boom Classic, ToonBoom See link for cost.
Recommended for ages 6 to 12
www.toonboom.com/edu/k12.asp
Pivot Stickfigure Animator
PC: Pivot Stickfigure Animator KS 2+ Free!
www.pivot-stickfigure-animator.en.softonic.com/
Stykz
MAC: Stykz KS 2+ Free!
www.stykz.net/Home.html
Video Editing Software
Windows Movie Maker & Imovie for Mac...
are simple, free editing systems perfect for editing simple animated films. Not only do they have a simple interface for
pupils and teachers to work with, they allow pupils to continue to pursue their filmmaking at home.
www.apple.com/ilife/imovie
www.microsoft.com/windowsxp/downloads/updates/moviemaker2
12
How To Use
The Comic Strip Templates
A variety of comic strip templates for your to download and print have been provided with this resource. Creating comics
is a suggested additional activity to the animation activities. It can work in conjunction and can be used to explore deeper
learning about the circulatory system, such as other facts about the vessels, the heart and lungs. The process can also be
applied to many other scientific topics or subjects to develop narrative, planning and design skills.
Creating Comics to support learning this topic could begin by...
•
•
•
Responding to the beginning of the Shrinking Scientists Story.
Using the Shrinking Scientists comics as inspiration – devising the next page of this comic starter.
Using a map of the circulatory system.
Objectives:
Students will practice writing skills in a fun and creative manner. They will create their own comic strip using the
templates provided and can use the characters they have developed in the animation. Students will write and edit text for
conversation and storytelling.
Pupils can use characters they have created in the animation and the plot and place they have explored in the animation
activities.
Keywords:
comic book, comic strip, cartoon, speech bubble, thought bubble, artist, story, edit.
Process:
1. Explain how a comic strip works. Explain how it is read: boxes left to right in rows, using speech, thought, and
exclamation bubbles, etc. Show examples.
2. Create the storyline. Pair/group or single work all work well. Give each pupil/pair/group a template and explain that
they have to create a story to fit the images and speech bubbles.
3. Using one of the comic strip templates provided, elicit ideas for a story from the class and put the results on the
board. Use fewer words than in the sample board plan included – keep to the main points and use verbal communication
as much as possible.
4. Create the speech that tells the story. Demonstrate the use of speech and thought bubbles on the board.
5. Stress that pupils have to come up with another original story. You may want to use another template as the example
so that the students have a fresh template to come up with their own ideas.
6. Completed comics can be collated into a class comic anthology.
13
14
USEFUL RESOURCES:
Cell images
www.images.wellcome.ac.uk/
Human Blood Circulation Chart
www.healthandcare.co.uk/oversize-anatomy-charts/3BS_V2018U.html
Cutout stop frame animations
Terry Giliam from Monty Python - How to create his style of cutout animations
www.cartoonbrew.com/how-to/terry-gilliam-teaches-cut-out-animation.html
Turtle’s Escape
Stop Motion Animation with Cut Paper
www.youtube.com/watch?v=SaBw8id6aXQ&playnext=1&list=PLBDC55A215C604CCD&f
eature=results_main
I Create To Educate
Student examples of animations created in primary schools with SAM software and their bendy webcams.
wwSome excellent scientific themed examples to show your pupils.
The Seed
www.icreatetoeducate.com/view-video/?vid=247
Cow’s Digestion
www.icreatetoeducate.com/view-video/?vid=246
An online video about how to use a storyboard
www.bbc.co.uk/21cc/resources/animation/storyboarding#
Books:
The Concise Human Body Book:
An Illustrated Guide to Its Structure, Function and Disorders (Dorling Kindersley)
Drawing for the Artistically Undiscovered
(Klutz) by Quentin Blake and John Cassidy
15
16
17
18
19
20
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ACKNOWLEDGEMENTS
This resource was commissioned and edited by Emily Jost, House of Illustration’s
Education Manager, and designed by Mark Long. The contents have been devised
and illustrated by Liv Bargman, Mark Oliver and Sion ap Tomos, with additional
illustrations by the pupils of Thornhill Primary School.
The project and resource was made possible by generous support from the
Wellcome Trust.
With thanks to scientists
Sarah Gerver and Kath O’Reilly from Imperial College, London.
With thanks to teachers and pupils
from Sir John Cass Foundation Primary School, Thornhill Primary School and
Torriano Junior School.
PLANT LIFE CYCLES: USING WATERCOLOUR FOR BOTANICAL ILLUSTRATION
Liv Bargman
‘The Heart and Circulation ‘was compiled by Liv Bargman.
Liv is an illustrator working in the UK. She likes to explain
the intangible through drawing silly things.
She has been involved in a variety of projects from
advertising to editorial that let her explore the possibilities
of hand drawn type, forgotten inventors, cells, particles and
the justification of putting eyes on inanimate objects.
www.livbargman.co.uk
23

THE HEART AND CIRCULATION Liv Bargman THE

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