Presentation is loading. Please wait.

Presentation is loading. Please wait.

Animated Learning Dr. Chris Abbott Reader in e-Inclusion Kings College London

Similar presentations


Presentation on theme: "Animated Learning Dr. Chris Abbott Reader in e-Inclusion Kings College London"— Presentation transcript:

1 Animated Learning Dr. Chris Abbott Reader in e-Inclusion Kings College London

2 Animation – a unique art form The Animated Learning project Reading animation – learning outcomes Activity: Genre knowledge Making animation – learning outcomes Some case studies More than Gadgets 2011 Chris Abbott

3 ANIMATION: A UNIQUE ART FORM More than Gadgets 2011 Chris Abbott The Saga of Biorn

4 More than Gadgets 2011 Chris Abbott Animation is a seductive and accessible medium which has developed over more than one hundred years. In the last thirty years, the technologies of animation production have become democratised, making them available to much larger numbers of people, including students in schools....and as such, this work is part of the developing range of literacy practices available to learners

5 More than Gadgets 2011 Chris Abbott Animation (even very simple animation) can help us to access complex texts... Ken Robinson on Changing Education Paradigms

6 One froggy evening (1955) More than Gadgets 2011 Chris Abbott 7 minutes the Citizen Kane of animated film (Spielberg) Uses mythic/folk tale motifs Time-shift to the future Repeating plot device

7 THE ANIMATED LEARNING PROJECT More than Gadgets 2011 Chris Abbott

8 Animated Learning (EU project) More than Gadgets 2011 Chris Abbott Led by the VIA University College, Denmark – an international centre for the education of animators Partners from other parts of Denmark (Danish Pedagogical University, Viborg Commune) as well as Estonia (Kinobuss) and UK (Kings College London). Project runs from 2010 to 2011 but may be extended Series of publications available from early Project details

9 READING ANIMATION: LEARNING OUTCOMES More than Gadgets 2011 Chris Abbott

10 Reading animation More than Gadgets 2011 Chris Abbott Leads to enhanced understanding of narrative conventions and structure, as well as genre, characterisation, media and language

11 More than Gadgets 2011 Chris Abbott And it has been suggested that, far from being an instigator of violence, cartoon aggression may be helpful in building the capacity to discriminate (Hodge & Tripp)

12 ACTIVITY: GENRE KNOWLEDGE More than Gadgets 2011 Chris Abbott

13 What happened to Biorn? 1.He got to Valhalla 2.He ended up in Hallheim 3.He didnt die. 4.He ended up somewhere else.

14 MAKING ANIMATION: LEARNING OUTCOMES More than Gadgets 2011 Chris Abbott Word steps (Denmark)

15 More than Gadgets 2011 Chris Abbott Enables those for whom text is challenging to present complex stories using metaphor, genre knowledge and allusion.

16 More than Gadgets 2011 Chris Abbott Contributes to moving image literacy and a model of moving image grammar (Burn & Parker)

17 More than Gadgets 2011 Chris Abbott Illuminates and reveals power discourses (Mills, Australia) and builds process language through animation as a group task

18 More than Gadgets 2011 Chris Abbott Can be seen as part of a process of semiotic production: discourse, design, production, distribution (Kress & van Leeuwen)

19 More than Gadgets 2011 Chris Abbott Storyboarding as a combination of writing and visual design Skabelsesberetningenbauneskole (Denmark)

20 More than Gadgets 2011 Chris Abbott The central role of editing (as with text)

21 SOME CASE STUDIES More than Gadgets 2011 Chris Abbott

22 Animation and autism More than Gadgets 2011 Chris Abbott Can animation pedagogy support or even develop social interaction? Can it help teachers understand students with ASD Can students with ASD communicate more effectively through animation?

23 Animation and dyslexia More than Gadgets 2011 Chris Abbott Ordblind (Denmark)

24 Animation and language diversity More than Gadgets 2011 Chris Abbott Adding sound to an animated film as a literacy event

25 Animation and disaffection/disadvantage More than Gadgets 2011 Chris Abbott Nicholas Kallincos, Australia

26 More than Gadgets 2011 Chris Abbott...there is a need to identify the nature of the scaffolding and adult support children need as they create multimodal, digital texts... The creation of appropriate pedagogical and curricular approaches can only occur through detailed analyses of classroom projects which trace the skills, knowledge and understanding developed in media production. There is a large body of work which outlines what is known about young childrens print-based literacy skills... There is now an urgent need to begin to map out similar terrain in relation to multimodal communicative practices... (Marsh)

27 References More than Gadgets 2011 Chris Abbott Abbott, C. (1990). Children, animated film and language learning. Unpublished MA, Institute of Education, London. Burn, A., & Parker, D. (2001). Making your mark: digital inscription, animation and a new visual semiotic. Education, Communication & Information, 1(2), Burn, A., & Parker, D. (2003a). Analysing Media Texts. London: Continuum. Burn, A., & Parker, D. (2003b). Tiger's Big Plan: Multimodality and the moving image. In G. Kress & C. Jewitt (Eds.), Multimodal Literacies. New York: Peter Lang. Burn, A., & Durran, J. (2007). Media Literacy in Schools: Practice, Production and Progression. London: Paul Chapman Publishing. Crook, C. (1994). Computers and the collaborative experience of learning. London: Routledge. Frost, J. (1976). Conference paper, International Association for the Child's Right to Play. Birmingham. Hodge, B., & Tripp, D. (1986). Children and Television. Cambridge: Polity Press. Kress, G., & Leeuwen, T. v. (1996). Reading Images: The Grammar of Visual Design. London: Routledge. Kress, G. & Leeuwen, T. v. (2001). Multimodal Discourses. London: Arnold. Lachs, V. (1999). The Moving Picture Science Show: working with multimedia in the classroom. In J. Sefton-Green (Ed.), Young People, Creativity and New Technologies: The Challenge of Digital Arts (pp ). London: Routledge. Loveless, A., & Ellis, V. (Eds.). (2001). ICT, Pedagogy and the Curriculum: Subject to Change. London: RoutledgeFalmer. Madden, M., Chung, P. W. H., & Dawson, C. W. (2008). The effect of a computer-based cartooning tool on childrens cartoons and written stories. Computers & Education, 51(2), Marsh, J. (2006). Emergent Media Literacy: Digital Animation in Early Childhood. Language and Education, 20(6), Mills, K. (2007). "Have you seen Lord of the Rings?" Power, Pedagogy, and Discourses in a Multiliteracies Classroom. Journal of Language, Identity & Education, 6(3), Thomas F., & Johnston, O. (1981) Disney Animation – the Illusion of Life. New York: Abbeville Press Sefton-Green, J., & Buckingham, D. (1998). Digital Visions: Children's 'Creative' Uses of Multimedia Technologies. In J. Sefton-Green (Ed.), Digital Diversions: Youth Culture in the Age of Multimedia (pp ). London: UCL Press. Yandell, J. (2004). Sermons in stones, or how many kick-ups can you do? Changing English, 11(2),


Download ppt "Animated Learning Dr. Chris Abbott Reader in e-Inclusion Kings College London"

Similar presentations


Ads by Google