Image Credit: Olga Tutunaru on Unsplash
Growing up, I always felt I learned better when I got to do something with my hands. I think this is true for most people, but hands-on and experiential learning is not always applied in the classroom, despite what philosophers speculated and research has supported. I think this is one reason art class can be an escape for some students: they finally get the chance to try something themselves rather than just listen to a lecture or read about it. Art lessons can become especially interesting when students get the opportunity to engage with a technology that feels new or unfamiliar to them. The process of feeling and trial and error promotes problem-solving, creativity, and deeper understanding in learners and is self-rewarding. When you combine Papert’s “Constructionism” with Dewey’s ideas of reflection and meaning-making, you open the possibility for students to learn not just the technology but also about themselves, other subjects/topics, and the world around them; in fact, encouraging meaning-making and reflection helps the practical or technical skills students learned to stick with them.
Frame-by-Frame Stop Motion: The Guide to Non-Puppet Photographic Animation Techniques
Prior to reading this, I had no understanding of where stop-motion originated. It makes so much sense that stop motion evolved from early filmmakers and creatives like Georges Méliès, who experimented with practical effects. The animation lesson plan I made last week combined sound composition with stop-motion animation. Now I can imagine more ways stop-motion animation (which is way more broad than I realized with different forms such as: puppet animation, pixilation, time-lapse photography, and downshooting or cutout animation) can be combined with other materials and practices, like filmmaking, to create something unique that opens students up to a larger range of creative possibilities for self-expression.
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