Creating Film Backgrounds

Overview

This 60-minute lesson is designed for Year 5 students (age 9-10) and is part of an ongoing series using the Implicit Arts Method (I-AM). Students continue making backgrounds for their stop-motion film projects, focusing on producing one clear setting today (two total by tomorrow). This lesson integrates English curriculum objectives through storytelling, editing, and descriptive writing, alongside hands-on creative arts activities.

National Curriculum Links: English (Year 5)

Reading: Comprehension – Develop positive attitudes and understanding of texts through discussion (English Programmes of Study: Reading, Years 3-6)
Writing: Composition – Plan, draft, and edit writing, including narrative structures with clear settings (English Programmes of Study: Writing, Years 3-6)
Spoken Language – Use spoken language to develop understanding through imagining and exploring ideas (Spoken Language appendices, Years 3-6)
Vocabulary, grammar and punctuation – Use a wide range of devices to build cohesion within and across paragraphs (Years 3-6)

Additionally:

Art and Design: Use a range of materials creatively to design backgrounds and props relevant to storytelling.
Personal Development & Inclusion: Supports neurodiverse learners through hands-on, procedural learning aligned with the I-AM’s Procedural Implicit Pedagogy.

Learning Objectives (WALT)

WALT: Create and produce a detailed background setting for our stop-motion film using artistic techniques and descriptive planning.
WALT: Review and edit storyboards to ensure two distinct, clear settings are evident for our film narrative.
WALT: Collaborate with peers, using procedural and hands-on learning to make props complementing the background.

Success Criteria

I can:

Clearly describe and represent one setting from my storyboard through a detailed background.
Identify any changes needed in my storyboard to show two distinct film settings.
Create and use simple props to add detail to my background.
Work practically and collaboratively, following a clear step-by-step process.
Use descriptive language to discuss my background and setting ideas with my peers.

Resources

Storyboards from previous lesson
Large sheets of paper / cardboard (for backgrounds)
Colouring pencils, paints, collage materials (fabric, paper, etc.)
Scissors, glue, tape
Examples of stop-motion film backgrounds (images or video clips)
Prop-making materials (pipe cleaners, modelling clay, craft sticks)
Whiteboard and marker for input
Timer for activity segments

Timetable & Activities

Time	Activity	Details & Teaching Notes	Differentiation & Support
0-10 min	Starter: Introduction & Input	Brief recap of I-AM stop-motion project—focus on the importance of backgrounds in storytelling. Show examples of effective backgrounds in animations, highlighting texture, colour, and atmosphere. Explain today’s goal: make 1 setting background and props, checking storyboard first. Use visual modelling, keeping verbal instructions short and clear (PIP approach).	Use visual step charts. Provide printed storyboard templates with highlighted setting sections for those needing extra support. Pair talk for processing instructions.
10-15 min	Storyboard Review & Edit	Pupils review their storyboards. Teacher models how to check for two clear settings and revises if necessary. Children mark changes using coloured pencils. Encourage peer sharing for verification.	SEND pupils may have a scribe or use verbal feedback recorded by the teacher. Provide exemplars and guiding questions to scaffold edits.
15-45 min	Background Creation & Prop Making	Practical hands-on session: pupils design and create their setting background using mixed media. Encourage layering techniques (paint + collage) to add depth. Parallel prop-making station: pupils produce simple props that fit the setting (e.g., paper trees for forest, clay rocks for cave). Teacher circulates offering encouragement and guidance with emphasis on repetition of procedural steps.	Provide kits with pre-cut materials for fine motor support. Allow alternative media for pupils with sensory preferences. Use peer “animation buddies” to enhance social connectedness and sharing of skills.
45-55 min	Group Sharing & Descriptive Talk	In small groups, pupils show their background and props, describing the setting using sensory and descriptive vocabulary. Teacher prompts with sentence starters (“In this setting, you can see…”, “It feels like…”). This encourages oracy skills connected to English Speaking and Listening objectives.	Allow verbal or visual presentations depending on pupil comfort. Use supportive sentence frames and encourage peer positive feedback.
55-60 min	Plenary & Reflection	Reflect on learning with a short whole-class discussion: What techniques helped create your background? How did reviewing your storyboard help today? Teacher recaps next steps (making second background tomorrow). Finish with a simple self-assessment tick sheet aligned to success criteria.	For dyslexic learners, provide a visual self-assessment chart with symbols rather than text only. Praise procedural milestones to build confidence.

Differentiation Strategies

Visual and procedural instructions reduce cognitive load, supporting neurodiverse learners.
Flexible media choices provide sensory accessibility.
Paired work and animation buddies add social scaffolding and peer modelling.
Step-by-step prompts and checklists aid organisational skills.
Alternative recording methods for storyboard edits and reflections (drawing, verbal recording).
Chunked time with timers to aid focus and reduce anxiety about transitions.

Extension Activities

Create digital mood boards on tablets or PCs to complement physical backgrounds, adding texture and colour digitally.
Write a short descriptive paragraph or poem about today’s setting to deepen language use and creative writing skills.
Design animated movement plans for props, thinking about how they will interact in stop-motion film sequences.

Dyslexia-Friendly Reading & Resources

Use high-contrast coloured paper for storyboards and instructions (e.g., pastel background with dark text).
Large font size, clear sans-serif fonts (e.g., Arial or Comic Sans), and coloured overlays.
Break down instructions into bullet points with icon supports.
Provide word banks with picture symbols for descriptive vocabulary related to settings.

Notes for Teachers

Emphasise procedural learning through repetition: model steps then let pupils practice.
Use minimal verbal explanation; rely on demonstration and peer examples.
Create a calm, well-structured classroom environment that allows movement and tactile exploration.
Regularly circle back to the storyboard to maintain narrative focus and cohesion between backgrounds and story.
Celebrate both creative output and procedural progress to motivate diverse learners.

This lesson brings together English narrative skills and practical arts creation under the I-AM pedagogical framework, supporting all learners—especially neurodiverse pupils—through structured repetition, hands-on engagement, and multimodal expression.

Teaching Instructions