Thursday, September 16, 2010

Sharing by ADE @ SOTA on 16 Sep 2010

Something gathered from the 2-hour session...

Through creative arts, students able to express ideas differently.

Example 1:
Action Trailer "workpiece" by student
  • animation, accompanied by similar-to "Mission Impossible" sound track
  • Movie import into Garageband

Example 2: "Lively" storybook
Turn book into scripts... and turn into movie
  • Students write the script, then they narrate story
  • 'insert' real characters (students) into 'environment' (drawn background)
  • Students acted out the characters, expressions
Example 3: Splat Painting
Student being a "weather forecaster"... as they comment, the background - world map 'weather indications' changes, charts as background to make their reading/ narration meaningful.
  • Why do you choose to do a splat painting?
  • What emotions do you portray in your painting?
  • What colours did you use in your painting?
  • What do the colours represent?
Example 4: Creating Digital Children Storybook
  • Children's book published into a iMovie
  • Students' drawing + narration .... turn into a story book
  • Given a topic, students carry out research and put their findings into a story. They then draw pictures to express it in the form of story. Then, using iMovie to record the pictures, with narration - end product: Digital story book
Example 5: "I Miss Home" by Maya & Zoe
  • Students play (guitar) and sing the poem... composition of music to express themselves
  • Applications: Garageband
Changing a Move's Genre
Activity: Use iMovie to change the genre of the Horton Hears a Who trailer.

Example 6:
Origins: Humans explain their origins in different ways
  • Idea: Interviewer... interviewing people all over the world about their religion.
  • Start with the globe, map from Singapore to the various countries - interviewer to interviewee (dressed in the traditional attire), with image representative of country.
Some Thoughts:

1. Useful for language subjects... in terms of contextualising the conversation or text

2. Does the teacher really need to know how to use the software? Or is knowing what features available and the affordances would be enough? ...
(to be continued...)
Continue... (18 Sep)

3. The examples were work by students that take hours to come up with the end-product.

What do I gather from these works?

  • Students definitely love to work with media applications - which is the same regardless primary school kids or the secondary teenagers.
  • On the other hand, how much time to be devoted into the production is considered as being reasonable, and not taken up too much time from the learning - curriculum-related knowledge and skill acquisition process? I wonder.
  • What's the emphasis of the learning? I think it depends on the key understanding and skills of "that" subject or topic.
  • Apart from the multimedia aspects, what else & how else have they done differently with other applications? I would love to know...

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