Let's get animated!

This week we started looking at animation and it's potential use within the classroom.  Possibilities for incorporating animation across the curriculum are endless and the examples that I have chosen to include in this blog entry are perhaps a little predictable.  It is not very often I share real examples of lesson ideas within my blog, I think this is something that I should do more of.


I know that animation is widely used in schools and is very successful.  The equipment that we used during our input was digiblue cameras and software.  These are very easy to use and many schools have this equipment.  For us the process sounded very lengthy to begin with; 15 clicks for one second!  Yet we found that time passed very quickly and the process of recording was not tiresome at all.  


Before we could begin the process of filming the animation we had to brainstorm in our group to plan the subject for our animation.  This technique, if used in a classroom, would let the children have ownership of their subject and a creative license to go in any direction that they wish.  This would fit well if the outcome was focusing on teamwork: 


I value the opportunities I am given to make friends and be part of a group in a range of situations. (CfE, HWB all levels)





The use of cooperative learning packs would ensure team work was balanced and everyone had a set role to play in the process.   Due to the time consuming nature of animation the inclusion of a role record within the pack would enable group members to experience various roles over the course of the project.  This would ensure that pupils are developing skills and experiences.  Like Lauren I would group pupils in mixed ability groups as this should diversify skills within each group therefore enhancing opportunities for each member to feel valued.  Depending on the class this may not always be the case as strengths may be weighted in certain areas although teacher knowledge will allow for the best grouping possibilities.


The Technologies outcome link, that I have chosen as an example, applies to both first and second level of CfE:


I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways. (CfE, technologies 1st and 2nd level)


This outcome reflects the process of creating the animation, editing it, publishing it and reflecting on the process of working.  Depending on the previous experience of the pupils the reflection process may be more important than the creating process.  This reflection could take many forms including a blog format, creating a presentation to share with others in the class, school or wider community, a video log of the working process or a photo story of the working process.

By investigating the range of foods available I can discuss how they contribute to a healthy diet.

HWB 1-30a (CfE)

This outcome reflects the broad topic that the animations must be based upon.  This is not necessary as it is possible to let pupils choose freely a topic, however in this case I would like to link to work on nutrition.  Many schools hold a 'Health Week' therefore this is an idea platform for this particular topic.  Pupils could be split into opposing teams and the animations based on positives of healthy eating versus the positives of unhealthy eating.  By creating scripts pupils would also be able to link to their language outcomes and the animations provide an alternative medium for a debate.


I can convey information, describe events or processes, share my opinions or persuade my reader in different ways.

*Responsibility of all

LIT 1-28a/LIT 1-29a

The final outcome relates to both the group working concept and the need to respect the opinions and beliefs of others.

I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.

*Responsibility of all

HWB 2-10a(CfE)

I believe that cooperative working opportunities are an essential element of education.  Working with a range of different peers can develop understanding of both others ideas and views as well as developing understanding of your own personal ideas and views.  An animation project allows pupils to swap roles depending on their strengths and the stage of the project.  It is also an ideal activity to explore issues that may be inaccessible in other activities.  Pupils can use animation to express themselves more freely and in a more relaxed manner with less fear of repercussions.  They are not directly exposed and for some this will provide increased confidence to participate.