Teaching+with+stop+motion+animation

 **__STOP MOTION ANIMATION__** ** 1)  **** How it can be used in a teaching program: **

a)  To Integrate: One of the greatest benefits of stop motion animation is how well it can seamlessly integrate different areas of the curriculum. This is preferable to the loose linking of different subject areas known as interdisciplinary learning. For example, stop motion animation can integrate the following areas of VELS (2008): VELS Domain ** || ** VELS Dimension / specifics ** || ||  Visual Art – backdrops, 3D sculpture, digital visual art.  Music (download, record or create).  Drama (scripts, language and production of stage show).  || ||  Measurement (the set design and creation).  Spatial awareness (within the set, scale and size of objects).  Timings and transitions (photo's, credits etc).  || ||  Speaking & listening (audio recording & teamwork skills).  Writing (narratives, reports, argumentative,script/speech etc.).  Reading (content research, script and directions, software / programming and help menus). || || Teamwork (discussion; decisions; problem solving; respect; sharing etc.). || || As with making a movie – decisions on shots (close up, panning etc.). Layout of images on screen and colour combinations. Putting various components together for unification. || || Uses various programs and requires multiple skills (camera, video, audio, stop motion program, movie maker program, general computer skills.  || ||  Creativity, reflection, evaluation (from Level 3).  || ||  Presenting (level 4).  Communicating ideas successfully in the group and through the project medium.  || LOTE  Science  Civics & Citizenship  ||  __These domains can be integrated into the movie content.__   E.g:   ·   Multiculturalism   ·   Space travel   ·   Volcanoes   ·   Simulations: physics and the transfer of energy   ·   Democracy vs Dictatorship  ||   b)   To learn through its use: To create a stop motion animation clip students are forced to engage with the technologies. At first they are likely to require some explicit instruction on how to the use the camera, the animation and audio programs and Windows Movie Maker. Some of these skills can be taught during previous lessons so it’s not too much to take in all at once. An animation project can be a way of combining the student's learnings in different technologies within the one activity. This provides them with a richer experience that synthesises skills and knowledge for an authentic purpose.  c)  Reflects society – authentic:    Providing students with authentic tasks can improve motivation and engagement. In stop motion animation students are producing their own little movie clip; simulating the work of professional animators. They are introduced to, and practice the skills of problem solving and creative thinking, as well as developing some understandings of the different components of a movie and how they are all tied together. They experience the importance of timings so that sound effects occur in the right place and sequencing flows correclty. Then there is the added complication of learning about layering in music so that they can have background music continuing while sound effects or voices are layered over the top. This layering technique is also used in the animation picture frames themselves through the use of green screens or onion skins (as with Claymation). ** Even though I am not yet a qualified teacher my philosophy embraces the engagement of all students, regardless of background or ability. I also have a very keen interest in developing all student's creativity and adaptable problem solving strategies. Stop motion animation supports my teaching goals and philosophy in the following ways: a)  Engaging, Motivating & Authentic:  I have worked with students who have been highly motivated and engaged with stop motion animation projects; even a number of boys who were regularly disruptive showed significant improvements in behaviour and learning. This benefit is also described by other teachers (Comber and Kamler, 2005; Kiser, 2001). The authenticity of the task is another factor that assists in engaging students. They are able produce a short movie using similar processes to the production of animations they see at the movies, on television or DVD; such as Wallace and Gromit (Aardman Animations, 1995).     b)   Teamwork:  Stop motion animation requires a collaborative effort which is great for promoting teamwork skills. This assists the development of social skills such as communication, respect for others ideas and opinions, problem solving and generally working together effectively. My own experience with producing an animation clip made me realise that it is much easier to produce if one person is moving and moulding the scene while another is taking the photographs. I used Claymation which meant that when each photo was taken by the webcam it immediately downloaded onto the computer. The advantage of this was that if my next move was too great or if I bumped the background or webcam, my son could click on the previous frame and we could reset everything into the correct position to reduce ‘jumps’ in the final product. This also demonstrated to me the importance of clear communication between us to be able to work that closely together. c)  Everyone can participate:  Due to the various components that make up an animation clip, students of varying abilities can be involved. There is the artwork in backdrops and props, the manipulation of the plasticine to produce 3D figures, digital photography and digital video programming, audio skills (downloading, recording or creating), video editing and production, scriptwriting, ideas generators, evaluators. There are so many ways a student can be involved that everyone should be able to contribute in some way. Kiser (2001) also used Claymation with a class and agreed that students of all abilities could participate and experience success.    d)   Creative Thinking:  Children can really engage their imagination, even if the content is a retell or explanation of how something works. Through the figures and scenes they are forced create (re-create) and the way they put the components together, students need to draw on their creativity and imagination. I love to see originality in students work and collaboratively they can produce some very intriguing and entertaining clips. I believe that this can promote self esteem as the students take ownership of their ideas and their product; something that is purely their creation. Creativity is the deepest level of thinking described in Blooms Taxonomy, which requires students to “combine information and new situations to create new products, ideas” (Phol, 2000, p.87). e)  Involves problem solving: Closely tied to creative thinking is problem solving. As students come across difficulties they need to come up with ideas on how to solve the problem. They may not always be able to do this, which is when the teacher needs to intervene. During a task, like animating, the teacher needs to be roaming around the groups, assessing, providing feedback and scaffolding those having difficulties to help them discover their **__own__** solutions. An added advantage of problem solving is that the strategy learned can invariably be transferred to other situations.     f)   Student ownership. Due to the extensive integration possibilities with this new technology there are many opportunities for rich assessment. I believe that involving students in the formulation of a rubric gives them some ownership and control over the task. It also clearly sets out the criteria they need to address and gives them direction to begin the task. **   a**. **  **Access to equipment and the cost of equipment** may pose problems. Access may simply require scheduling changes; as students are working in groups the amount of equipment required is significantly reduced. Licensing and software can be expensive, however there are some programs available free from the Internet. I picked up Claymation for under $60 for home use but would need to look into licensing costs before implementing in my class. b.   **Reliable equipment and technical support.** Schools need to have a computer technician available to assist with more difficult technology problems; however they are not often available at the time of need. Problems in this area can be reduced by improving the teacher’s own knowledge (particularly with the software) or in some instances the student’s. Teachers should also conisder technologoy failure back-up plans for when issues cannot be resolved. c.   **Classroom organisation.** A classroom will generally need to be re-arranged so that small groups can work in a space of their own with comfort. Attention needs to be paid to leads and power cords to ensure Occupational Health and Safety guidelines are not compromised. d.   **Teacher training**. Teachers need to have a good working knowledge of the software they are using to be able to provide explicit and guided instruction where necessary. I would never use a software program with students that I wasn't familiar with. e.   **Teacher involvement.** Some teachers are not comfortable with stepping back and allowing students to construct their own knowledge and make their own choices about what, when and how to progress. Children need the opportunity to take charge and work through their problems while the teacher takes on a guidance and support role.
 * Art
 * Math
 * English
 * Interpersonal
 * Design Creativity a Technology
 * ICT
 * Thinking
 * Communication
 * Humanities
 *   2)     ****   How does it support my teaching goals :
 * What teacher problems might occur?

__ References: __  Aardman Animations, 1995, //Wallace and Gromit; A Close Shave,// British Broadcasting Company.  Comber, B., Kamler, B., 2005, //Turn-around Pedagogies: Literacy Interventions for At-risk Students,// PETA, Newtown NSW. Kiser, M., 2001, World Explorer claymation videos, //TechTrends//,Vol.45, No.2, p.19.  Pohl, M., 2000, //Learning to Think, Thinking to learn: Models and Strategies to develop Classroom Culture of Thinking,// Hawker Brownlow Education.  Victorian Curriculum and Assessment Authority, 2008, //Victorian Essential Learning Standards,// < http://vels.vcaa.vic.edu.au/essential/index.html > accessed 06 May 2008