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

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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

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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

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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.

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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.

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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

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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.

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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?

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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.

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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...):

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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

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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

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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.

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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:

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Pupil Resource 2.2jActivity 2 Create and Animate Using ICT

Page of

Storyboard

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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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