Archive | May, 2011

Street Art: The Presentation

25 May

Street Art Presentation

A Day of Animation

4 May

When I first heard we would be taking part in animation this week  (4/5/11) I immediately thought of two examples of stop motion animation that have particularly inspired me. These are;

-Smashing Pumpkins:  Thirty-three

-A scene from indie film: ‘Eagle Versus Shark’

I enjoy the simplicity, the humour, the playfulness and the slight jerkiness of these clips.

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Todays session began is discussion about where animation actually began. It is arguably thousands of years old- as old a cave paintings themselves! However, the first motion picture itself was created by Eadweard Muybridge in 1873: solving the problem of whether or not when a horse is running there is ever a point when all four hoofs are off the ground. As previously discussed- the best creative accomplishments come from solving a problem

However, we also learned about various simple animation techniques which could easily be used with children. Such as;

-The Thaumatroupe

-The Flip Book

The animation we created today was, however, inspired by the work of William Kentridge who often uses one 2D surface for an animation sequence.

Siobhan Cawley and I created a story board of Little Red Riding Hood and chose to use black paper and chalk for the eerie effect. We also chose to include only a dash of yellow and red to make these colours more prominent and to draw attention to the significant characters. Here is what we produced;

In reflection, I definitely think animation is more than worthy of a place in the school curriculum as it is so relevant in children’s lives and children’s media. Not to mention it is completely cross-curricular; including mathematics, english and literacy, expressive arts and ICT. Although I enjoyed this method we used today, I think doing stop motion with props such as Lego or even the human body would be an easier basis for children to begin more complex animation (with quicker results too).

Relevant  Teaching Resources

Pedersen, H & Villekold, H. (2005) Teaching With Animation- a booklet about animation

Available at

http://www.brendanpauljacobs.com/teachingwithanimation.pdf

[Accessed 20 May 2011]

South West Grid for Learning Trust Ltd. (2010) Teaching Animation

Available at

http://www.swgfl.org.uk/Learning/Film-Animation-Mini-Site/Teaching-Animation

[Accessed 20 May 2011]



Art Education: Some Points to Consider

3 May

On 27/4/11 we reflected on various aforementioned aspects of art and art education itself. Today I reflect of significant points raised by both discussion and required reading.

What IS creativity?

-The product of a creative pursuit must contain “originality”, “aptness”, “validity”, “adequacy in meeting a need” and “fitness”/ being right (Baron, 1988 cited in Dust, 1999, p.1).

-Taylor (1959 cited in Dust, 1999, p.2) describes levels of creativity; the “expressive”, “productive”, “inventive”, “innovative” and the “emergentive”.

-However, Gardner’s (1988 cited in Dust, 1999, p.4) levels of creativity are “subpersonal”, “personal”, “extrapersonal” and “multipersonal”.

-Johnson-Laird (1988 cited in Dust 1999) says that creativity the interaction between society, culture and what the individual can create to promote change within the system.

-But some researcher also say that “creativity is solely about what is happening within an individual. This is the ‘everyone one is creative’ approach (Dust, 1999, p.7)

How do we PROMOTE creativity in education?

-Creative pursuits require TIME for preparation, incubation, illumination, verification and execution/elaboration (Sternberg and Davidson, 1985, Taylor, 1959 cited in Dust, 1999).

-Creative thought and pursuits can be encouraged by;

“-Questioning and challenging conventions and assumptions

-Making inventive connections and associating things that are not usually related

-Envisaging what might be: imagining- seeing things in the mind’s eye

-Trying alternatives and fresh approaches, keeping options open

-Reflecting critically on ideas, actions and outcomes”

(QCA cited in HMIe, 1999, p.2)

In future, I intend to not chase an abstract understanding of what creativity is but use the ideas (like in the HMIe document) in my lessons planning in how to promote creativity itself. The importance of encouraging children to be creative is emphasised by this quote;

“The principle goal of education is to create men who

are capable of doing new things, not simply of repeating

what other generations have done- men who are

creative, inventive and discoverers”

Jean Piaget (1896-1980)

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Reference List

Dust, K (1999) Motive, Means and Opportunity. Creativity Research Review.

HMIe(2006) Promoting Creativity in Education: Overview of Key National Policy Developments Across the UK

Available at

http://www.hmie.gov.uk/documents/publication/hmiepcie.html

[Accessed 17 May 2011]

Image credit

http://southwestcommunitycenter.wordpress.com/2011/02/10/crank-up-your-creativity/