In our recent claymation exercise, we went through a three step process: first we decided as a group what our topic would be; next we collaborated in Cmap to create storyboard plans for our movies; finally, we created the stop motion movies using digital cameras and modeling clay, stitching it all together in Quick Time. We packed quite a bit of learning and experience into a short time! My group created a kindergarten safety lesson: how to tie your shoes. A number of standards from the ISTE’s NETS for students were realized in this assignment.
Standard 1, parts a, b, and c: “Students apply existing knowledge to generate new ideas, products, or processes… create original works as a means of personal or group expression …(and) use models and simulations to explore complex systems and issues.” In our project, the information that the movie expressed (re. shoelaces and the importance of keeping them tied) was already well known to us. We used a series of technological processes to generate a new product (the movie itself) by applying this knowledge. Our original work was the movie, and we used it to express our vision of how best to inform young children about this basic safety principle. The Cmap file we created served as a model for the final product we created, which was of course much more complex than the Cmap itself.
Standard 2, parts a, and d: “Students interact, collaborate, and publish with peers… employing a variety of digital environments and media… and contribute to project teams to produce original words or solve problems.” Through the group format of this project we accomplished the interaction and collaboration required by standard 2, and we published our original, digital final product after using multiple media (Cmap, modeling clay, digital camera, and Quicktime).
Standard 4, parts a, b, and d: “Students identify and define authentic problems and significant questions for investigation…plan and manage activities to develop a solution or complete a project…(and) use multiple processes and diverse perspectives to explore alternative solutions.” In the original group meeting, we had to discuss options for the subject matter of our movie and arrive at a consensus; our decision was based on a reading of the Oregon Department of Education’s standards for injury prevention under health education (HE.03.IP.01 and HE.03.IP.02) and an understanding of the skills needed by young children (particularly kindergarteners). While the overall system we would use to produce this movie was outlined for us, we did plan and manage the particulars of the claymation itself in consultation as a group.
Finally, we experienced elements of Standard 6, parts a, c, and d: “Students understand and use technology systems… troubleshoot systems and applications… (and) transfer current knowledge to learning of new technologies.” We entered this project with foundational computer knowledge which built on to learn new software applications. In the post production phase, some troubleshooting was necessary, and our movie was eventually successfully saved in three sizes on the university’s server.
This was, despite some sticky situations in the computer lab, a successful project which made full use of the NETS Standards for Students.
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