Discover the hidden magic behind the moving image in this hands-on pre-cinema workshop. We will revisit the earliest days of film, the beginnings of animation and moving pictures through optical devices such as thaumatrope, praxinoscope, zoetrope, flipbook, and phenakistoscope, and create short animations on paper.
Curriculum fit
The workshop can be integrated into educational programmes at both primary and secondary school levels across subjects such as Visual Arts, Biology, Physics, Mathematics, Media and Moving Image, and Technology.
About the activity
In the digital era, it’s easy to overlook the fact that film is made up of countless slightly different still images. Both animated and live-action films rely on this principle, but exploring the process of drawing each frame reveals the magic behind it. This pre-cinema workshop offers both a hands-on experience and a deeper understanding. Participants are introduced to the history of moving pictures and the creative process of animation. They also explore the science and optical illusions behind early animation devices – and discover how these fascinating tools work.
We’ve put together a short quiz so you can test your film knowledge after the activity – check it out!
What participants gain
- stimulating creativity: exploring new ways of expressing ideas through animation;
- an understanding of pre-cinema devices, learning about their mechanisms and principles such as the persistence of vision;
- better problem-solving skills: breaking down big ideas into manageable, creative projects;
- learning film and animation history: gaining insights into the origins of cinema and how early techniques influence modern filmmaking;
- visual and verbal thinking: cultivating both creative and analytical thought by seeing and conveying ideas through images;
- patience and perseverance: learning the value of persistence through the meticulous process of animating each frame.
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What educators gain
- bridging art and science: enhance your teaching by integrating creative arts with scientific principles, fostering an interdisciplinary approach;
- enriching the curriculum & innovative teaching methods: the hands-on, interactive workshop allows you to experiment with new teaching strategies, making learning more engaging and using unique tools to capture students’ attention more effectively;
- a deeper understanding of film history from the very origins of animation and cinema, which you can incorporate into the curriculum;
- fostering creativity in students by showing how early animation techniques have informed modern filmmaking.
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Resources
Venue requirements
- a room where you can screen a film in a cinema-like setting (windows blackout option)
- a space for arts & crafts (tables, chairs, light)
- a space to set up the pre-cinema toys and the animation tools
Technology
- a projector
- audio tech
- a computer
Supplies
- Pre-cinema devices
• thaumatrope
• flipbook
• zoetrope
• praxinoscope
• teleidoscope, kaleidoscope
• fenakistoscope
• stereoscope - Tools
• colored pencils and pens, graphite pencils, erasers, sharpener, felt tip pens, crayons
• rulers, scissors
• notepad (post-it, etc.) to use as a flipbook
• special-sized paper strips for the different devices with frame marks
• paper sheet on the table (for storyboards, and as surface protection)
Step by Step
Preparation
(2–4 hrs, depending on the lecturer and their experience)
(2–4 hrs, depending on the lecturer and their experience)
- Research early cinema history. (see Toolbox)
- Collect and/or create pre-cinema devices for your introduction and show examples. You can also show them online, but the more devices you can put on the table, the better the experience. (see Toolbox)
- Research animation, shorts, or a feature for students aged 6–20 that may be available for your institution. Look for free but licensed films, as well as free or paid options. Choose either animation without dialogues (worldwide production possible), or in the workshop’s language.
- The session may be as long as needed, anywhere between 1 and 3 hours, depending on the length of the film(s). Consider what suits your context best and discuss it beforehand with the contact teacher. You may tailor your film selections to the group’s interests, such as topics addressed at their school.
- Create a schedule (welcome, introduction, screening, short break, workshop) according to the length of the film(s). The break can be as long as the age group needs, depending also on the time of day (lunchtime, etc.).
Implementation
(1–3 hrs)
(1–3 hrs)
- Introduction and icebreaker:
• Briefly introduce yourself and give an overview of the day’s activities.
• Optional: Introduce your institution and ask the students what they think about it, asking questions like: What do you think our goals are? What could be our main tasks? What activities are available? What departments are involved?
• Present a short overview of the origins of cinema, the key milestones in film history, and ask the group what they know about the evolution of cinema. (Timeline)
• Icebreaker activity: For example, ask the group to name a favorite animated movie, or the last film they saw in a cinema.
• Introduce the animation film(s) you will be screening, explaining their importance. What makes the film special? Where does it fit in film history? Ask if they have seen the film before. - Screening
• Adjust the volume according to the age group. For younger students, lower the volume and allow a bit of light in the screening room if necessary.
• Some of the films we recommend in the Films to Watch section are freely accessible (e.g. Vimeo), some of them you can watch on Videotorium website (accessible upon registration at EduGain).
• Optional: If time permits, watch the film with the group to observe the students’ reactions as they watch. - Short discussion
After the film, you can briefly discuss with the students what they’ve just seen, how they feel about it, what they liked and disliked, or what stood out for them. - Short break
- Workshop
• Introduce the history of pre-cinema and optical devices. It’s helpful to present them in a chronological order, discussing the differences between them, how they were developed, how they work, and their significance in creating the illusion of motion pictures. Explain why we see a series of still images in rapid succession, creating the illusion of fluid motion. Explain the term persistence of vision (see Toolbox).
• Ask the students if they have ever drawn animation before, be it by hand or on a computer. (Many don’t realise that drawing an animation in the corners of a notebook counts as animation. Ask them about it specifically and point out that it counts as animation.)
• After the presentation, let the students decide what they would like to try from the devices and materials available. Set a time limit and mention the difficulty level of each device. Go through the technical and drawing differences, as well as the requirements for each tool. (e. g., the thaumatrope needs 2 frames, flipbooks need 40–60 pages, etc.: see Toolbox).
• Encourage the teacher(s) to join their students and make animations with them.
• Creative and technical suggestions for the students:
– let them think about a topic, character, story, or movement that they’d like to animate;
– reassure them that they can create great animations using simple geometric shapes (dots, circles, lines, triangles etc), regardless of drawing skills;
– encourage them to be creative explorers and to do bold experiments;
– draw their attention to the fact that anything is possible in animation, from completely realistic to highly surreal;
– suggest that they start out with a pencil (easy to erase) before pens, markers, etc.;
– let them use the cover sheets on the table for doodles, sketches, notes, templates, storyboards;
– offer individual help if anyone struggles to find inspiration, until they find something that sparks their interest.
• Make sure you talk to every student about their idea, then guide them through the technical and drawing steps if needed.
• Have each participant present their animations to the group. Provide feedback and encourage peer support.
• Ask them to reflect on their work and the creative process.
• Allow both students and teachers to ask questions about cinema history, techniques, or anything they learned during the workshop.
Evaluation
(30 mins)
(30 mins)
- Thank everyone for their participation and dedication. Repeat key points and rules. – 10 mins
- Evaluate the workshop. Ask the participants what they liked and what they didn’t like, ask for tips on how to do it better. – 20 mins
Films to watch
Pencil and Rubber
Director:
Gyula Macskássy, György Várnai
Country:
Hungary
Year:
1960
Length:
9 mins
Make it accessible for all
Ensuring accessibility for all is crucial for an inclusive and engaging workshop. Some key strategies to enhance accessibility:
- assess needs: before the workshop, contact schools or organizations to identify any learning disabilities or language barriers. This will help tailor the workshop to all participants.
- inclusive assistance: collaborate with local organisations to provide assistants for participants from disadvantaged groups or for those with specific needs. Their personalised support ensures full participation.
- visual and auditory accessibility: use high-contrast materials and larger print for students with visual impairments. Consider tactile diagrams for students with impaired vision. Provide captions for films or transcripts to support students with hearing impairments.
- adaptive tools: simplify tools and instructions where necessary. Provide additional support to help students who may struggle with using pre-cinema devices or understanding complex concepts.
- flexible timeframes: allow extra time for participants who need it, whether for completing tasks or taking breaks. Flexibility ensures everyone can work at their own pace.
- multilingual support: offer materials and instruction in multiple languages or use bilingual facilitators for participants who may not speak the language of the workshop.
- comfortable environment: ensure the physical environment is inclusive, with options for quiet spaces, good lighting, and seating arrangements for students with mobility issues.
Thoughts & Experience
There was lots of socializing between the children and learning new things about the film. We looked forward to every next Saturday.
parent's feedback 
Excellent team and experts at the lectures. It needs to be spread the word on more social networks and across the city (or across the country).
parent's feedback
The children put in a lot of effort, and it was clear that making a film was fun.
parent's feedback
They learned a lot about cinema and expressed themselves creatively.
parent's feedback
What we created
FOR ORGANIZATIONS
What organisations gain
- the opportunity to reach wider and young audiences;
- an insight into young people’s taste and creativity.
Team requirements
- depending on the size of the group: 1 or 2 workshop leaders (1 leader for max. 20 participants; 2 leaders for max. 40 participants)
- technical support during the workshops
- a coordinator/organiser if workshops take place outside of school (overseeing financing, technical issues, recruitment of participants, and promotion)
- if the workshop participants include children with special needs (from any disadvantaged group), it is advisable to invite an inclusion assistant/guide who will be fully dedicated to the group, ensuring that all children have as equal and full an experience of the workshop as possible.
- educators: teachers of Visual Arts, Physics, Biology, or Technology can incorporate the workshop into their curriculum.
- museum staff: cultural institutions like museums or film archives can benefit from integrating this activity into their educational programmes.
- local artists or animators: collaborating with creative professionals can offer expert insights into the animation process and history.
- science and tech specialists: professionals who specialise in optics, vision science, or film technology can contribute valuable knowledge to the workshop.
- community organisations: those focused on youth development, mental health, or the arts can use this workshop as a tool for fostering creativity.
Funding tips
Grants: Look for educational and arts-related grants from government bodies, cultural institutions, or private foundations (e. g., local arts councils or film funding organizations).
Partnerships with educational institutions: Collaborate with schools, museums, or art centres that may have a budget allocated for educational programmes.
Promotion tips
- use any channel available (workshop organizer’s website, social media, newsletter or email invitations)
- social media campaigns: use platforms like Instagram, Facebook, and Twitter to share behind-the-scenes content, participant stories, and progress of the workshops.
- email newsletters: reach out to schools, community centres, and local organisations through newsletters to inform them about the workshop.
- community posters: put them up in local libraries, art centres, or cafés, especially those popular with families and students.
- local press and blogs: reach out to local newspapers, magazines, and bloggers who may be interested in covering community events or education programmes.
- word of mouth: encourage participants to share their experience with others. A peer’s positive review can often be one of the most effective promotional tools.
Find your audience
Look for individuals and groups interested in creative and educational experiences. Focus on schools and educators, teaching especially Visual Arts, Science, or History. Schools with active STEAM programmes will likely be interested in the cross-disciplinary nature of the workshop. (STEAM education is an interdisciplinary approach that integrates Science, Technology, Engineering, the Arts, and Mathematics to foster creativity, critical thinking, and problem-solving skills.) Community centres, libraries, and museums are also great places to reach families, students, and educators. Additionally, consider reaching out to parents who are looking for engaging and educational activities for their children, as well as creative professionals (e. g., aspiring animators) who may want to explore early film techniques. Through social media, you can reach young students and older participants with an interest in animation, film history, or artistic expression.
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