Yesterday, my sixth graders began making clay characters for an upcoming claymation animation project. I had a brainstorm in the morning that it would be very cool to have them use the software and webcams to capture the creation of their characters — from blob of clay to full characters. This would give them more practice with the software program (which is pretty easy to use but I want to expose them to it as many times as possible).
This collection of their videos is the result of that work: They worked in small groups and some listened to directions more closely than others (the Friday afternoon syndrome). I had visions of these cool videos that begin with a hunk of clay and then slowly, something is formed in front of our eyes. If I had time, I would have done an example myself to show them. I still might.
There is an interesting mix of strange creatures, that’s for sure. A few of my students clearly have an artistic gift.
One lesson that I continue to learn is that I need to push the concept of patience, patience, patience, and more patience. The slower they can move their character and capture those movements as frames, the more lifelike it looks on the video. Some of them still want to leap ahead with movement and the video then looks all jerky. For 11 and 12 year olds, that concept of patience is a hard lesson to learn, but I am hoping that they will see the results of that patience in the quality of their movies.
Another variation in this project is that this year, I am allowing the students to build a character first, and then work on the story (around climate change) second. Usually, it is the other way around — the story informs the characters. This year, the characters may inspire the story. I am not sure if this approach is better or not, so I will have to see how it goes. I do know they were incredibly engaged in what they were doing for the entire 40 minutes of stop-motion and clay creation yesterday. So many came up and told me how much they love doing the stop-motion and they wanted to know when we can do it again.
I should have know someone would have videotaped our staff act at the Talent Show and put it up on YouTube. I don’t mind. In fact, it allows me to share it with you (I shared it with all of my students today since some of them did not attend the event).
That’s me on the saxophone — in white shirt and black hat. And we are playing live — no lip syncing for us. Everyone on stage is a member of our staff, except the drummer, who is a friend of the staff (he drums for us whenever we have a need).
Yesterday, I finally got some students working on using our stop-motion software (it’s free for PC!) on the laptops. I carted in a HUGE bucket of Legos from my kids’ closet (don’t say a thing … top secret) and let my students just explore the use of creating short stop-motion movies.
In about 30 minutes, all five groups had created something and most had begun to understand how to capture frames, how to get your hand out of the way (crucial) and how to be incremental in your movements of objects.
This will all lead us to a Claymation Project very soon (this year’s theme: climate change).
I uploaded two small Lego Movies via Flickr and share them here. These are raw — no sound or anything. So, hum a little song in your head as you watch, OK?
Peace (in ssssslllllllloooooooo mmmmmmmooooootttttiiiiioooooonnnnnnn),
George Mayo and his students continue to promote a great idea: an online student journal that is essentially run by students. The first edition was released about a month ago and this weekend, the finishing touches were put on the second edition.
It is a pretty amazing collection of student work that reflects some inroads into writing in the digital age. There are movies, stories, essays, poems and animation — all with links back to student and class sites. Students submit work through the YouthTwitter Network.
I have a handful of students who submitted some pieces to Space again this time around, including a few hyperlinked poems. We used Powerpoint for our linked compositions, but other students from other schools used Hypertextopia as the platform for publications and sharing.
Plus, George asked to re-publish my Writing is a Journey poem, too, and I agreed, as I think it is important that students see teachers as writers, too.
What I like is the possibilities here. The digital canvas might allow for students to really explore different kinds of composition and writing, and then share it with a real audience of other students. You could never do this with a paper journal. Movies, audio, animation, etc, would all be flattened down.
The next edition of Space may be handed off to students elsewhere (more on that in the coming weeks) and a wiki may become the publishing platform. I like how the investigation of the right tool is still being explored. The first edition used Google Docs, then Google Page Creator, and now maybe Wikispaces.
Peace (in student work),
PS — Another amazing project by George and his students was a collective writing project called @manyvoices, in which more than 100 students from around the world contributed to a collaborative story using Twitter. I ordered a book version from Lulu publishing, and it was pretty amazing. You can also download a free PDF version from Lulu, too.
Every now and then, I like to share out some of the projects my students are engaged with in the classroom. The past two weeks, we have been working on Figurative Language as we gear up for poetry, and then songwriting. I wrote a post about the use of hyperbole for tall tales over at TeachEng.Us last week. We also looked at comic books for Onomatopoeia, did some games around Idioms, reviewed similes and metaphors, and listened to color poems for Imagery.
For Alliteration, we worked on tongue twisters, using Dr. Seuss as an entry point into the crazy ways that words can make your tongue jump, twist and turn. Some of the students participated in a podcast of their tongue twisters, after I first shared out the twisters that I wrote for myself and the other three teachers on my team. I used a little Olympus voice recorder to move around the room.
Then, for Personification, we talked about how it can be used for an entire story (Shel Silverstein’s The Giving Tree, for example) or in a sentence. We created some sentences, got on the computers, and they had to illustrate one of the four Personification sentences that we composed. Here are some of the illustrations:
Finally, our school is in the middle of Quidditch season, and one art activity that we do with them is the creation of team t-shirts. I went into the art room with my camera to capture some of the work they were doing for our team: The Ice Legend.
George Mayo, who helped pull together the Many Voices for Darfur project, is at it again — this time, he has launched an online magazine to showcase student writing. It is called Space and it is an offshoot of the YouthTwitter Project that he and others (including friend Paul Allison) have begun as a way to connect students together.
George is using Google Docs as a main platform for the online publication and students submit pieces of writing through YouthTwitter. I really wanted some of my students to get some “space” and so we joined YouthTwitter as a classroom account (for now) and submitted six short stories based on the Chris Van Allsburg book, The Mysteries of Harris Burdick (which I wrote about before and even did a podcast book review). I used Google Page Creator to put the stories on their own webpages and then shared the web addresses via YouthTwitter.
One day, I read a concrete poem that George submitted (about concrete poems, appropriately enougy), so I figured I would submit some writing myself — a concrete poem in the shape of a saxophone that I created a few years ago and share with my students every year.
Today is the first publication date of Space and it is a nice mix of student work. I would love to have my students move more into hyperlinked poetry (next month, I hope!) and multimedia creations (I have some burdening moviemakers in class). I think the digital platform holds some interesting opportunities for students to compose and publish for a real audience (always a good thing).
Space might even inspire me to venture into hyperlinked poetry myself, something I have considered but never pursued. Thanks, George, for the inspiration.
My students were so excited to be part of the Many Voices for Darfur project. They were writing and then blogging and then podcasting and then reading the blog posts of other students and we even attempted a Skype call with the students from The Blurb (didn’t quite work out but excitement generated was worth the attempt)
At last count, I saw more than 450 comments on the Many Voices for Darfur blog. Wow.
One of my students really wanted to make a slideshow about Darfur:
And here are the class podcasts (they are a bit long):
The Many Voices for Darfur was the focus of a recent Teachers Teaching Teachers webcast in which students and teachers talk about the blogging social action project that launches today and tomorrow to gather many posts from young people around the world.
My students were singing today, helping with a revised version of my Darfur protest song entitled “I’m Still Waiting (for the world to get it right)” and they (and I) had a blast with it all day long. I have four different writing classes and all listened to the song, and then practiced it, and then we recorded it.
I used Audacity and then mixed all 80 student voices together as backing vocals. Tomorrow, I show them the video and get to work on writing their persuasive writing projects as part of the Many Voices for Darfur project.
I wrote this song about the Darfur situation and I hope to bring the song into my classroom and have my students sing some back-up. Will it work? I have no idea but it could be pretty cool. I’m interested in having them think about how songwriting and music can be used as a platform for political protest and outrage. It’s just another way to demonstrate how writing has the potential to make a difference in the world.
If Iget some good recordings of my students singing, I will remix this video and see if we can add it to the Many Voices for Darfur project in some way.