Download - Animated Learning Dr. Chris Abbott Reader in e-Inclusion Kings College London [email protected]
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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
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ANIMATION: A UNIQUE ART FORM
More than Gadgets 2011 Chris Abbott
The Saga of Biorn
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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
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More than Gadgets 2011 Chris Abbott
Animation (even very simple animation) can help us to access complex texts...
Ken Robinson on Changing Education Paradigms
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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
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THE ANIMATED LEARNING PROJECT
More than Gadgets 2011 Chris Abbott
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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 (King’s College London).
Project runs from 2010 to 2011 but may be extended
Series of publications available from early 2012.
Project details
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READING ANIMATION:LEARNING OUTCOMES
More than Gadgets 2011 Chris Abbott
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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
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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)
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ACTIVITY: GENRE KNOWLEDGE
More than Gadgets 2011 Chris Abbott
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More than Gadgets 2011 Chris Abbott
What happened to Biorn?
1.He got to Valhalla2.He ended up in Hallheim3.He didn’t die.4.He ended up somewhere else.
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MAKING ANIMATION:LEARNING OUTCOMES
More than Gadgets 2011 Chris Abbott
Word steps (Denmark)
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More than Gadgets 2011 Chris Abbott
Enables those for whom text is challenging to
present complex stories using metaphor,
genre knowledge and allusion.
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More than Gadgets 2011 Chris Abbott
Contributes to moving image literacy and a
model of moving image grammar (Burn & Parker)
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More than Gadgets 2011 Chris Abbott
Illuminates and reveals power discourses
(Mills, Australia) and builds process language
through animation as a group task
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More than Gadgets 2011 Chris Abbott
Can be seen as part of a process of semiotic
production: discourse, design, production,
distribution (Kress & van Leeuwen)
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More than Gadgets 2011 Chris Abbott
Storyboarding as a combination of writing and
visual design
Skabelsesberetningenbauneskole(Denmark)
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More than Gadgets 2011 Chris Abbott
The central role of editing (as with text)
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SOME CASE STUDIES
More than Gadgets 2011 Chris Abbott
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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?
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Animation and dyslexia
More than Gadgets 2011 Chris Abbott
Ordblind (Denmark)
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Animation and language diversity
More than Gadgets 2011 Chris Abbott
Adding sound to an animated film as a literacy event
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Animation and disaffection/disadvantage
More than Gadgets 2011 Chris Abbott
Nicholas Kallincos, Australia
http://www.picnick.com.au/
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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 children’s print-based literacy skills... There is
now an urgent need to begin to map out similar terrain in relation to
multimodal communicative practices...
(Marsh)
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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), 155-179.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. 12-21). 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 children’s cartoons and written stories. Computers & Education, 51(2), 900-925.Marsh, J. (2006). Emergent Media Literacy: Digital Animation in Early Childhood. Language and Education, 20(6), 493-506.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), 221-241.Thomas F., & Johnston, O. (1981) Disney Animation – the Illusion of Life. New York: Abbeville PressSefton-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. 62-83). London: UCL Press.Yandell, J. (2004). Sermons in stones, or how many kick-ups can you do? Changing English, 11(2), 175-182.