Spanish Explorer Animation

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Collaborative Learning | Adoption Level

Subject: Social Studies

Video Transcription

[Teacher voiceover]

Students grades one through five have been learning about stop-motion animation- the use of still digital photos to create the illusion of animation or something being alive. They have used laptops and their digital cameras, and the process of taking the digital images, learning to upload them to the computers, and actually bring them into a video program. Currently students in fourth grade are participating in a project that’s called “A Snapshot of History. The students research about a specific Spanish explorer, they storyboard their story, and then they actually created clay figures and backdrops and shot digital images that they imported into the computer to create the stop-motion animations.

One of the things I like best about stop-motion animation is that it can be used within in any curriculum area. That reinforces that area of curriculum by allowing the students to actually participate in their learning. They’re not just listening, they’re actually creating the situation that is to be remembered. So it’s a great way to learn, but also when they share it the students are learning the new concepts are learning them in a very visual, creative, auditory way. In this case, my main goal was for them to learn to be creative, but also to learn to work collaboratively and cooperatively as well as just to learn the process of animation.

Video Transcription

[Teacher voiceover]

Students grades one through five have been learning about stop-motion animation- the use of still digital photos to create the illusion of animation or something being alive. They have used laptops and their digital cameras, and the process of taking the digital images, learning to upload them to the computers, and actually bring them into a video program. Currently students in fourth grade are participating in a project that’s called “A Snapshot of History. The students research about a specific Spanish explorer, they storyboard their story, and then they actually created clay figures and backdrops and shot digital images that they imported into the computer to create the stop-motion animations.

One of the things I like best about stop-motion animation is that it can be used within in any curriculum area. That reinforces that area of curriculum by allowing the students to actually participate in their learning. They’re not just listening, they’re actually creating the situation that is to be remembered. So it’s a great way to learn, but also when they share it the students are learning the new concepts are learning them in a very visual, creative, auditory way. In this case, my main goal was for them to learn to be creative, but also to learn to work collaboratively and cooperatively as well as just to learn the process of animation.

Objectives

Students will investigate a Spanish explorers of their choosing and share the story with the class.

Procedure

Students will research about a specific Spanish explorer.
Students will storyboard their story.
Students will create their characters out of clay.
Students will create backdrops.
Students will shoot digital images of their story.
Students will import their images into the computer to create stop motion animation.

Technology Present

Digital cameras
Laptops

Grade Level: 3-5

Note: The TIM is about teaching, not technology. The placement of a lesson on the TIM is based entirely on the teaching practices demonstrated in the lesson and not on the specific technology employed. Effective pedagogy is our concern, not whether the tech involved is the latest, greatest, or most expensive. In fact, most of the sample videos were recorded some time ago as part of the original development of the Technology Integration Matrix. As you view these videos, focus on the teaching practices. When using the TIM-O to observe a lesson, remember that you can display the detailed indicators by clicking the tab on the right if you are completing a Matrix-based observation or are reviewing the TIM profile of a question-based lesson. The TIM Tools Admin Guide contains additional suggestions for observing a lesson and developing a TIM profile.

Video Reference Number: 1068

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