Talking Avatar Lessons

Students design a portrait, bring it to life using the Talkr app, and record a voiceover — combining visual art, digital literacy, and storytelling.

Tool: Talkr App1st – 6th ClassVisual ArtsCross-Curricular

Choose a Lesson

Each lesson uses the same Talkr workflow but applies it to a different theme. Follow along online or download the PDF.

1st – 2nd Class

Create a Character Profile: Roald Dahl's Willy Wonka

Bring a character to life by creating a digital talking portrait and recording their voice.

Students explore the character of Willy Wonka by creating a visual and narrative character profile. They design a portrait incorporating his unique traits and whimsical personality, then bring it to life using the Talkr app to animate and record a voiceover.

Printable version:↓ Download PDF

Step-by-Step Walkthrough

Explore the Character

Read or watch a clip from Charlie and the Chocolate Factory. Discuss Wonka's personality — eccentric, inventive, mysterious. What makes him unique? What does he look like? How does he speak?

Design the Portrait

Using drawing paper and art materials (or a digital drawing app), create a portrait of Willy Wonka. Think about his top hat, coat, expression, and the colours that represent his character. Add details — chocolate factories, sweets, golden tickets.

Set Up in the Talkr App

Take a photo of the finished portrait (or use the digital file). Import it into the Talkr app. Position the mouth and eye markers so the face can be animated.

Write & Record the Voiceover

Write a short script in Wonka's voice. What would he say about himself? About his factory? About his favourite invention? Record the voiceover in character — use expression, pacing, and personality.

Share & Discuss

Play the talking avatar for the class. Gallery walk or spotlight presentations. Discuss: What did you learn about the character? What artistic choices did you make and why?

Learning Outcomes

Creative Expression: Students produce a personalised portrait showcasing Wonka's eccentric traits.

Literary Understanding: Students demonstrate understanding of the character's role in the story.

Digital Literacy: Students use animation and voice recording tools to bring their portrayal to life.

Communication: Students craft and share a narrative voiceover reflecting Wonka's personality.

Reflection: Students reflect on how their artistic and narrative choices capture the character's essence.

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Student Gallery — Coming Soon

Examples of student work, process photos, and video walkthroughs will appear here.

3rd – 4th Class

Create an Artist Profile: The Movement of Fauvism

Create a digital character profile of a Fauvist artist, combining their artistic style and personal story.

Students explore the bold art movement of Fauvism by creating a fictional artist inspired by its principles. They design a portrait using exaggerated colours and simplified forms, then animate their artist and record a voiceover expressing their character's artistic philosophy.

Printable version:↓ Download PDF

Step-by-Step Walkthrough

Research Fauvism

Explore the Fauvist movement — Matisse, Derain, Vlaminck. Look at examples of bold colour, simplified forms, and emotional expression. Discuss: What makes Fauvism different? Why were they called "wild beasts"?

Create Your Fauvist Artist

Invent a fictional Fauvist artist. Give them a name, backstory, and artistic philosophy. Design their portrait using chalk pastels, bright markers, or digital tools — bold colours, exaggerated features, simplified forms.

Set Up in the Talkr App

Photo or import the portrait into Talkr. Set up the animation markers. Test the mouth and eye movement.

Write & Record the Voiceover

Write a script as the artist. What is their philosophy? What inspires them? Why do they paint the way they do? Record in character.

Share & Discuss

Present the talking avatar. Peer feedback — what Fauvist elements are visible? What did you learn about the movement?

Learning Outcomes

Creative Expression: A vivid Fauvist-inspired portrait capturing the essence of the movement.

Art Historical Understanding: Knowledge of Fauvism — bold colours, simplified forms, emotional expression.

Digital Literacy: Using animation and voice recording to bring a Fauvist artist to life.

Communication: Articulating the artist's backstory and philosophy through voiceover.

Reflection: Reflecting on artistic choices and the emotional impact of Fauvist techniques.

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Student Gallery — Coming Soon

Examples, process photos, and videos will appear here.

3rd – 4th Class

Create a Titanic Passenger Profile

Create a digital talking portrait of an imaginary Titanic passenger, bringing their story to life.

Students create a fictional Titanic passenger — combining historical context with creative storytelling. They design a digital portrait considering class, background, and motivations, then animate their character using the Talkr app and record a voiceover backstory.

Printable version:↓ Download PDF

Step-by-Step Walkthrough

Research the Titanic

Explore the history of the Titanic — who was on board? First class, second class, third class. What were their reasons for travelling? Look at historical images and discuss the social structure of the time.

Create Your Passenger

Invent a fictional passenger. Decide their name, age, class, background, and reason for travelling. Design their portrait — considering clothing, expression, and era-appropriate details.

Set Up in the Talkr App

Import the portrait into Talkr and set up the animation markers.

Write & Record the Voiceover

Write a first-person script as the passenger. Who are they? Where are they going? What are their hopes and fears? Record in character.

Share & Discuss

Present to the class. Discuss historical accuracy, creative choices, and what the characters reveal about life in 1912.

Learning Outcomes

Creative Expression: A personalised Titanic character portrait reflecting understanding of the era.

Historical Understanding: Knowledge of the Titanic's social structure and historical significance.

Digital Literacy: Using digital drawing and animation tools to design and animate a character.

Communication: Crafting a backstory through a recorded voiceover.

Reflection: Connecting creative work to historical themes and passenger experiences.

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Student Gallery — Coming Soon

Examples, process photos, and videos will appear here.

5th – 6th Class

Create a Viking Warrior Profile

Bring a Viking warrior character to life by creating a digital talking portrait and sharing their story.

Students create a Viking warrior, explorer, or craftsperson — combining historical understanding with artistic expression. They design and paint a portrait using traditional art materials, then bring the character to life with the Talkr app to animate and record a voiceover.

Printable version:↓ Download PDF

Step-by-Step Walkthrough

Research the Vikings

Explore Viking culture — warriors, explorers, traders, craftspeople. What did they wear? What were their beliefs? Look at Viking art patterns, runes, and ship designs. Discuss their role in Irish history.

Create Your Viking Character

Choose a role — warrior, explorer, craftsperson, chieftain. Design their portrait using traditional art materials — paint, pastels, ink. Include Viking-era details: armour, jewellery, symbols, patterns.

Set Up in the Talkr App

Photograph the traditional artwork and import into Talkr. Set up animation markers.

Write & Record the Voiceover

Write a script as the Viking character. What is their name? Where have they travelled? What battles have they fought? What do they believe in? Record in character.

Share & Discuss

Present to the class. Gallery walk. Discuss historical accuracy, how traditional and digital art worked together, and what they learned about Viking culture.

Learning Outcomes

Creative Expression: A unique Viking character portrait showcasing bold artistic choices.

Historical Understanding: Knowledge of Viking roles, culture, and motivations through character design.

Digital Literacy: Animating and voicing a Viking character, combining traditional art with technology.

Communication: Presenting the character to peers, articulating their story and cultural significance.

Reflection: Connecting art and history meaningfully through creative choices.

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Student Gallery — Coming Soon

Examples, process photos, and videos will appear here.

Teaching Toolkit

Supporting information for all four lessons — tap a tab to explore.

Key Competencies — Irish Primary Curriculum

💡 Being Creative

Encourages imaginative thinking, innovative use of digital tools, and creative problem-solving through character design and storytelling.

🗣️ Being a Communicator

The voiceover activity develops oral communication skills — clarity, expressive language, and structured presentation.

📱 Being a Digital Learner

Students gain hands-on experience with animation and voice recording tools, building confidence in using digital technology creatively.

🌍 Cultural & Cross-Curricular

By exploring artists, historical figures, and literary characters, students engage with history, literacy, SPHE, and cultural awareness.

HIGHER-ORDER THINKING

Why do you think this character acts the way they do? What shaped them?
If your character could give advice to someone today, what would they say?
How might your character's experiences have changed them over time?
What emotions did you try to show through your artistic choices?
How could art and technology help us understand historical figures or fictional characters?
If you could meet your character, what would you ask them?
How might your character's story be different if they lived in today's world?

LOWER-ORDER THINKING

Who is your character? What do they look like?
What is their name and where do they come from?
What do they do? What is their job or role?
What colours did you use and why?
What does your character say in their voiceover?
What materials did you use to create your portrait?
What did you enjoy most about this activity?

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Digital Portfolios

Students collect and curate their portrait, script, and animated voiceover as a digital portfolio entry — evidence of process and outcome.

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Peer Feedback

Gallery walks, group rotations, or spotlight presentations allow students to give and receive constructive feedback.

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Reflection & Critique

Students reflect on their artistic and narrative choices — what worked, what they'd do differently, and how their work connects to the theme.

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Teacher Observation

Observations focus on creativity, technique, and presentation — assessed on individual effort and progress rather than uniform standards.

CONTENT

Vary the Resources

Offer simplified summaries or video clips for students needing support. Provide in-depth texts or primary sources for advanced learners.

PROCESS

Scaffold the Steps

Use character profile templates with sentence starters for less confident students. Offer open-ended prompts for advanced learners. Pair students for peer support.

PRODUCT

Flexible Output

Less confident: a simple portrait and short structured script. Advanced: a detailed portrait with elaborate backstory and longer voiceover. All outputs are valued equally.

ENVIRONMENT

Station-Based Support

Set up a guided station with teacher support, an independent station for confident learners, and a tech help station for the app.

ASSESSMENT

Individual Progress

Assess based on effort, creativity, and engagement — not uniform standards. Simple reflection questions for less confident learners; deeper critical reflection for advanced.

EXTENSION

Going Further

Challenge advanced students to design a new invention (Wonka), create a philosophical motto (Fauvism), add dramatic Titanic storytelling, or include Viking symbolic patterns.