Moving Image Education Continued 020212

Today in class we were given a number of presentations about Moving Image Education and Games Based Learning. ICT and Teaching staff from Fife Council (led by Jim Birnie, Education Adviser for ICT in Fife Schools) gave information about how using particular MIE software can enhance and extend teaching and learning in the classroom.

Each presentation focused on specific software, we looked at Comic Life, PIVOT animation, Story Boarding (on Smart Notebook) and adding music to animation using Sequal software.

Comic Life

Comic life software allows you to create your own comic strip using a variety of templates, word bubbles and caption boxes. The software appears easy to use and age appropriate for primary school children.

We were given a website (KLASK) where we could download 'Comic Life'software for a free trial. I feel that in the classroom this resource could promote media literacy, creativity and imaginative learning could create comic strips linking to cross curricular topic work. In language they could develop imaginative writing,story telling and sequencing skills. In ICT they could develop searching, selecting, formatting and presentation skills.

Linking to CfE outcome As I extend and enhance my knowledge of features of various types of software, including those which help find, organise, manage and access information, I can apply what I have learned in different situations. (TCH 2-03a)

PIVOT 'Stick Figure' Animation.

Pivot stick figure animation allows pupils to create their own characters and move them (or pivot) them to bring them to life. Each image is then sequenced into a short moving animation.Backgrounds can be added using either Microsoft paint or by downloading an image or picture. Characters can be manipulated to move the way the creator intends.

I found this software was clearly presented on the screen and young children would quickly be able to begin creating - even with limited ICT skills. As with Comic Life pupils would be able to create their own characters and world enabling then to extend literacy skills.

Linking to CfE outcome I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks.
(EXA 2-03a)

Pivot characters with the addition of microsoft paint creating a background.

Story Boards (using the smart notebook)

A story board is the initial scaffolded ideas of a story outline. The main points/images of a story that are drawn as a sequenced timeline of events. The story board helps create the main bones of the story and allows animators/film makers to 'flesh out' the rest of the story around each image. Story boards are used as a first step for putting initial story ideas down on paper. Animators, architects, set designers and comic artists all use story boards as an initial stimulus for their ideas.

An example of an initial story board taken from a recent 'James Bond' movie.

In the classroom story boards can be used across a number of curricular areas, foe example, Language (recording initial ideas for a story or play), Art (creating comic strips), Drama (sequencing a play).

Linking with CfE outcome I consider the impact that layout and presentation will have and can combine lettering, graphics and other features to engage my reader. (LIT 2-24a)

Sequal Software (adding music to animation)

Sequal software enables the user to add a variety of sounds and music to animation. During this presentation I felt the software was (at first glance) quite complicated and potentially intimidating to use for an ICT novice like myself. Various instruments can be selected and layered on top of each other to produce a piece of music. There are a number of choice options for each instrument that can be narrowed down further until the specific sound is found. For example you could choose 'drums and pecussion' then a sub-catagory of 'beats', a further category of 'pop' and then 'pop rock'. I feel that the software is excellent and would definitely enhance a piece of moving imagery but complicated to use unless there was substantial teaching that focused on step by step instructions to ensure the process was clear.

A screen image of sequal software during production of a piece of music.

This software would enable pupils to create, record and present very personal pieces of work.

Linking to CfE outcome I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways. (TCH 2-04b)


Comic Life, PIVOT, Story Boarding and Sequal (music) software resources provide engaging, interactive and imaginative ways to extend learning across the curriculum. They are also able to engage a range of pupils with varying learning styles, for example, certain pupils prefer to learn by undertaking interactive activities whilst others prefer to talk, listen, analyse and plan in order to understand what is expected of them in their learning. This links well with Gardner's Multiple Intelligence theory that suggests that we all possess various types of intelligence, but tend to lean towards using preferred intelligence to learn. Gardner states,

"Human cognative competence is better described in terms of a set of abilities, talents, or mental skills....individuals possess each of these skills to some extent; individuals differ in the degree of skill and in the nature of their combination. (Gardner, 1993,p.6.)

In my opinion with the range of Moving Image technology described above I would (as a teacher) approach each resource with both enthusiasm and caution. I would have to be confident in my own knowledge of each resource before teaching it in the classroom. I would also ensure that pupils with varying preferred learning styles were either paired or grouped together when working on MIE projects. It would by my hope that as pupils worked together their skills and expertise in using this media would progress also.

Therefore my initial goal is to develop my understanding of Comic Life, Pivot, Sequal and storyboarding before I feel confident enough to use it in the classroom.

Referencing

Gardner,H. (1993) Multiple Intelligences:New Horizons. New York. Basic Books.