Image of still shot from movie, Moana
© 2024 Disney. All Rights Reserved. (All Other Images)

I Make Moana's World

Erin Ramos brings the ocean to life in Moana 2

By Dani Leviss

Learning Objective: Students will summarize how and why an animator uses observations about the natural world to make animations.

Lexile: 860L; 540L
Other Focus Areas: Sound, Light, & Other Waves, Numbers & Operations
Download and Print

© 2024 Disney. All Rights Reserved. (All Other Images)

Erin Ramos    

When Erin Ramos was growing up, her favorite after-school activity was the same as that of many kids at the time: watching cartoons like Chip ’n Dale Rescue Rangers and DuckTales! She liked to draw but didn’t realize she could do it as a career. And more importantly, that Disney needed artists like her for their movies!

Now using art to make movies is exactly what Ramos does today for Walt Disney Animation Studios. She leads a team of 80 animators to make objects and environments move in films. This is called effects animation. The team uses technology to ensure the setting—from a falling leaf to a crashing wave—looks real.

She has worked on 20 films, including Moana and Encanto. Her newest movie, Moana 2, hit theaters November 27. Ramos recently spoke with SuperSTEM about her job as the effects supervisor for the movie.

Erin Ramos had a favorite after-school activity growing up. It was the same as that of many kids at the time. It was watching cartoons! She liked Chip ’n Dale Rescue Rangers and DuckTales. She liked to draw. But she didn’t know it could be a job. And she didn’t know Disney needed artists like her for their movies!

Using art to make movies is exactly what Ramos does today. She works for Walt Disney Animation Studios. She leads a team of 80 animators. They make objects and surroundings move in films. This includes a falling leaf or crashing ocean waves. It’s called effects animation. The team uses technology to make the setting look real.

Ramos has worked on 20 films. They include Moana and Encanto. Her newest movie is Moana 2. It hit theaters November 27. Ramos recently spoke with SuperSTEM about her job. She explains what it’s like to be an effects supervisor.

How did you become an animator?

In college, I got my degree in computer science. I started working at an animation company creating and fixing computer programs. I got to see the animators use these programs to create art, and I thought, “That looks fun!” That’s when I first got to try effects animation, which became my specialty.

I got my degree in computer science in college. I started working at an animation company. I made and fixed computer programs. I saw animators use these programs to make art. And I thought, “That looks fun!” That’s when I first got to try effects animation. It became my focus.

What does an effects animator do?

There are many types of animators who work on a movie like Moana 2. There are character animators. They give characters expressions. And they make them move. There are effects animators like me. We create anything moving that isn’t a character. The character Maui may slice into a mountain in Moana. Or Elsa may blast her icy magic in Frozen 2. We create that. We animated a lot of ocean surfaces, clouds, and sand for Moana 2.

A vet tech examines an animal. I do this before the veterinarian sees it. I collect data called vital signs. I take the pet’s temperature. And I check its heart rate. It’s the number of times a heart beats per minute. We also check the pet’s blood pressure. It’s the force of the heart pumping blood through the body. All of this helps us know if a pet is healthy. For example, low blood pressure could mean the pet has a disease. 

We also give medicine to animals that need it. We take X-rays and clean teeth too. Vet techs help bandage broken legs. And we help with surgery. We do everything a nurse does for human patients. But we have to know how to do it for many kinds of animals. I mainly work with dogs and cats. But I’ve also handled ferrets, rabbits, and other animals.

How do you use science and math in your work?

In Moana, we created a lot of breaking waves. Scientists have discovered that waves break because of friction between the water and the sand. Imagine a giant wave coming toward the shore. The sand rubs against the bottom layer of water, slowing it down. The top of the wave is still going fast. This causes the wave to curl in on itself—and break. Understanding this helps us animate realistic waves.

We use math to calculate how fast or slow something should move so our effects look believable. For example, in Encanto, the house cracks and collapses. We used computers to create a digital version of the house. We entered specific numbers into an animation program to make sure the house crumbled from top to bottom. We also controlled how each piece moved and how long it took to fall. These instructions make sure all the falling pieces look realistic. Finally, the program runs the animation

We made a lot of breaking waves in Moana. Scientists know what causes waves to break. It’s friction between the water and the sand. Imagine a giant wave coming toward the shore. The sand rubs against the bottom layer of water. That slows it down. The top of the wave is still going fast. This causes the wave to curl in on itself and break. Knowing this helps us make waves that look real.

We use math to figure out how fast something should move. That helps our effects look real too. For example, the house cracks and falls down in Encanto. We used computers to create a digital version of the house. Then we entered numbers into a program to make the house crumble. This controlled how each piece moved and for how long. These instructions make sure everything looks real. Finally, the program runs the animation.

 © 2024 Disney Enterprises, Inc. All Rights Reserved. 

In Encanto, Ramos and her team of effects animators made the house, Casa Madrigal, glow.

How has technology changed since the first Moana?

We’re now able to use larger programs that make some of our work faster and easier. But we’re also taking on even bigger challenges. In the first Moana movie, it was difficult just to animate the water moving in a realistic way. It took a long time and teamwork to figure that out. For the sequel, the director gave us a lot of interesting things to do with water in the effects department. You’ll have to watch the movie to see them!

We’re now using even larger programs. They make some of our work faster and easier. But we’re also taking on even bigger challenges. It was hard just to animate the water in a real way in the first Moana movie. It took a long time. And it took teamwork to figure that out. The director gave us a lot of new things to do with water for Moana 2. You’ll have to watch the movie to see them!

What do you love most about your job?

Gosh, there are many parts I enjoy! I love working with a large team and seeing my artists get the scenes they work on approved by the director. I know how much hard work went into it. Generally, it takes three to five years to create an animated movie!

In the effects department, there’s a lot of starting over and making big revisions. So when you nail something, it’s just great! It’s cool to see our work come to life.

There are many parts I enjoy! I love working with a large team. And I love when the director likes scenes we worked on. I know how much hard work went into it. Usually, it takes three to five years to make an animated movie!

There’s a lot of starting over in the effects department. We often make big changes. So it’s just great when you nail something! It’s cool to see our work come to life.

What would you tell kids who want to become animators?

Observe your environment. We’re always adding little touches to make our scenes more real, whether it’s leaves blowing or dust hitting the ground. We’re inspired by what we see, so training your eye to see details is a good start to becoming an animator.

Watch the world around you. We’re always adding little touches to make our scenes more real. It could be leaves blowing. Or dust hitting the ground. We’re inspired by what we see. So train your eye to see details. It’s a good start to becoming an animator.

Activities (4)
Answer Key (1)
Step-by-Step Lesson Plan

1. PREPARE TO READ (10 minutes)
Predict how an animator makes water and other parts of the natural world move.

  • Invite students to raise their hands if they’ve watched, or heard of, animated movies like Encanto, Frozen, or Moana. Project the article’s opening image on the board and ask: Which parts of this image would need to move in a movie? Encourage students to think about the characters, objects like the boat, and natural parts of the background like the water. Tell students they’re going to learn about someone who animates the objects in animated movies.
  • Explain that an animator is a person who helps make characters, backgrounds, and special effects move in animated films. Ask students to think about what steps they might take if they were an animator asked to create ocean waves for a movie. What kind of information would they need? How would they begin?

2. READ AND ANALYZE (20 minutes)
Read the article and synthesize information about what it’s like to be an animator.

  • Draw students’ attention to the photo of Erin Ramos at her workstation. What do they notice? (e.g., Ramos’s work requires two screens; she also has a drawing tablet.) Read the article aloud, pausing to highlight key details that show how Ramos collects information and uses it in her animation. Compare Ramos’s description of her work with students’ ideas about the steps needed for animating a wave. What did they predict correctly? What surprised them?
  • Preview the Cool STEM Jobs Spotlight activity together. Have students complete this activity independently. Poll the class to find out how many students would want this kind of job. Discuss their opinions.

3. RESPOND TO READING (30 minutes)
Create waves and observe how water moves.

  • Remind students that animators observe real-world motion to help them make things move in movies. Then preview the Making Waves activity, where students will make and observe waves. Distribute materials to groups of 3 or 4 students. You may wish to set up a container for each group and then pour the water in yourself.
  • Reconvene after students have completed wave tests 1-3. Discuss their observations. Ask: How did the water move? How would waves be different at a beach? Then have students complete the concluding questions.

Text-to-Speech