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

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Animated Learning

Dr. Chris Abbott

Reader in e-Inclusion

King’s College London

chris.abbott@kcl.ac.uk

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

ANIMATION: A UNIQUE ART FORM

The Saga of Biorn

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

Animation (even very simple animation) can help us to access complex texts...

Ken Robinson on Changing Education Paradigms

One froggy evening (1955)

7 minutes

“the Citizen Kane of

animated film”

(Spielberg)

Uses mythic/folk tale motifs

Time-shift to the future

Repeating plot device

THE ANIMATED LEARNING PROJECT

Animated Learning (EU project)

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

READING ANIMATION:LEARNING OUTCOMES

Reading animation

Leads to enhanced understanding of narrative

conventions and structure, as well as genre,

characterisation, media and language

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)

ACTIVITY: GENRE KNOWLEDGE

What happened to Biorn?

1.He got to Valhalla2.He ended up in Hallheim3.He didn’t die.4.He ended up somewhere else.

MAKING ANIMATION:LEARNING OUTCOMES

Word steps (Denmark)

Enables those for whom text is challenging to

present complex stories using metaphor,

genre knowledge and allusion.

Contributes to moving image literacy and a

model of moving image grammar (Burn & Parker)

Illuminates and reveals power discourses

(Mills, Australia) and builds process language

through animation as a group task

Can be seen as part of a process of semiotic

production: discourse, design, production,

distribution (Kress & van Leeuwen)

Storyboarding as a combination of writing and

visual design

Skabelsesberetningenbauneskole(Denmark)

The central role of editing (as with text)

SOME CASE STUDIES

Animation and autism

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?

Animation and dyslexia

Ordblind (Denmark)

Animation and language diversity

Adding sound to an animated film as a literacy event

Animation and disaffection/disadvantage

Nicholas Kallincos, Australia

http://www.picnick.com.au/

...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)

References

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.

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