Animation In The Classroom

Claymation “Can Claymation enhance group skills within our class?” Students will develop knowledge about the types of technology available, the ways in which they operate, and the uses to which they can be put. They will develop confidence and competence in a range of technologies and the adaptability to use new technologies. (New Zealand Curriculum)

Group Work Skills Sharing ideas Listening skills Deciding on roles Working as a team to create a successful Claymation

Tasks Required Within a Group Students were put into groups of 3-4. They needed to: Decide on a Suitable Poem Draw a detailed story-board Decide on Roles Design Background & Stage Create Characters and props out of clay Learn & use the “I can Animate” programme to create Claymation of their selected poem

ICT Skills & Programmes I Can Animate Garage band - Record voice over Export to iTunes Export to iMovie Add background music through iTunes Add transitions & titles through iMovie

I Can Animate

Digital photography - Camera’s or Laptop Web Cam Audio: Voice recordings; Own sound effects; Built in Sound effects; Drawing Tool - Draw your own pictures

Students at work

Characters and Props

Creative

Students PMI & Next Positive “The timing, the sounds, and the movie turned out really well”. Minus “Everyone didn’t get their say in things. There were a couple of arguments”. Next STep “We’ll make more characters bigger and put more expression on their faces. We’ll let everyone have their say”.

PMI Positive “I think our group worked really well together because we all organised what jobs we had to do and helped each other when we needed it. We had great team work”. Minus “I think we could have taken a lot more photo’s and have got the words beside the actions. We also should have had a lot more photos of the end to make it more funny. Next Steps “I think we could next time make little stories instead of poems and could say their voice but we would need to use a lot of expression”.

PMI Positive “We worked very well in making the Claymation. I really think we did well in making the movie and I would love to do it again”. Minus “We could of made the Claymation a little bit slower and a little bit shorter. We argued sometimes on where the goat was going to be”. Next Steps “We could base our Claymation on a story next time and make the characters bigger”.

PMI Positive “I think we managed to make a really good Claymation. We made a very cute little goat and a great background”. Minus “I think our Claymation would have been a bit better of Michael hadn’t been trying to change a lot of thinks that we had planned. We cooperated most of the time though”. Next Steps “Next time I think I should speak a bit louder. I think we should also put some transitions in for the title as well”.

Photos

Step-by-Step process

What we learned Background: Use felt as colouring in pencil is too light; Match each scene; Make it fit to the stage; Cover the sides and the floor. Characters: Not too small or too big; Make sure they can stand up if needed; Don’t spend too much time on them; Expressive faces; Keep it simple. Storyboard: Make it fit with the narration. Title and Editing: Think ahead for a creative title; Add transitions if appropriate; Choose 4 seconds for title approximately; Choose features which fit with the theme; Choose appropriate sound effects and/or music Filming: Try not to move stuff around; Take several of the same shot if appropriate e.g start and end; Concentrate and keep track of storyboard numbers

Researching Group Skills Why use Cooperative Learning? Research has shown that cooperative learning techniques: •

promote student learning and academic achievement

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increase student retention

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enhance student satisfaction with their learning experience

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help students develop skills in oral communication

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develop students' social skills

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promote student self-esteem

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help to promote positive race relations

David and Roger Johnson. "Cooperative Learning." [Online] 15 October 2001.

1. Positive Interdependence (sink or swim together)

2. Face-to-Face Interaction (promote each other's success)

3. Individual & Group Accountability ( no hitchhiking! no social loafing

4. Interpersonal & Small-Group Skills • ◦ ◦ ◦ ◦ ◦

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Social skills must be taught: Leadership Decision-making Trust-building Communication Conflict-management skills

5. Group Processing

Group members discuss how well they are achieving their goals and maintaining effective working relations.

David and Roger Johnson. "Cooperative Learning." [Online] 15 October 2001.

CONCLUSIONS

We conclude that Claymation proves an excellent vehicle for teaching and enhancing specific group skills and children are able to transfer the skills and knowledge gained into other topics.