INTRODUCTION

In this communication we try to explore the possibilities of introducing

animation, a working pedagogical project, as a method of teaching

and learning in both formal and informal contexts.

“Teaching” through projects involving different school subjects makes

learning more meaningful to the students.

Using digital resources brings the pedagogical act into the 21st

century, massifying technical processes which were impossible or

difficult to work with until some time ago.

INTRODUCTION

In this communication we present and describe three pedagogical

experiences developed as projects with school children in formal and

informal contexts.

What the projects have in common is the use of animated images in

making a film, and the exploration of a very traditional art form using

pioneering technology, always bearing in mind concerns for artistic

and technological education but never forgetting all the other subjects,

for interdisciplinarity plays a key role, too.

1. ANIMATED FILMS AS A PEDAGOGICAL WORKING PROJECT

Implementing such type

of task as a Project

implies being concerned

with allowing students to

absorb significant

learning not because the

educational system

determines it, but

because there is a sense

in what they learn.

1. ANIMATED FILMS AS A PEDAGOGICAL WORKING PROJECT

All over the years we have

concluded animation was

not particularly taught in

the classroom. That is

why we intend to explore it

in an educational context,

to promote this

technological and artistic

language and to diversify

and renew teaching and

learning experiences.

1. ANIMATED FILMS AS A PEDAGOGICAL WORKING PROJECT

This kind of task implies the

manipulation of different

materials, their reuse and

their transformation.

Capturing images, choosing

the frames and angles, the

visual narrative sequences,

all this contributes for a

greater number of

approaches within the visual

and technological arts.

2. DIGITAL TOOLS IN THE DIDACTICS OF MOVING IMAGES

With the introduction in Portugal of the

Technological Program for Education, schools were

equipped with the right conditions to really

implement and use the Information and

Communications Technologies in the

classroom, either because of the acquisition of

computers, projectors and interactive boards, or

because of the appearance of digital tools on Web

2.0 and free software that allow teachers and

students to have an easier approach to the concept

of moving images and its didactics.

2. DIGITAL TOOLS IN THE DIDACTICS OF MOVING IMAGES

In the field of the Arts, just like

in the Didactics of Moving

Image and Animation Films, the

number of teachers who are

able to explore the concepts of

moving images and who also

direct films with their students is

increasing, mainly due to the

technical facility and the existing

resources.

2. DIGITAL TOOLS IN THE DIDACTICS OF MOVING IMAGES

The integration of digital tools supported

by the Web 2.0 and the new software have

conceded a more intense work in the area

of Animated Cinema, as a substantial part

of the Arts curricula, in truly harmony

between the so-called “traditional”

supports and the digital ones, letting

students have an assertive work, either in

the use of the tools, or in their selection

and importance in each specific context.

3. THREE PEDAGOGICAL EXPERIENCES

3. THREE PEDAGOGICAL EXPERIENCES

HAPINESS

View the full version online at:

http://www.youtube.com/watch?v=9pTN4g8_txE

3. THREE PEDAGOGICAL EXPERIENCES

THE WHITE-NOSE LITTLE MONKEY

View the full version online at:

http://www.youtube.com/watch?v=5eH--hzBvmo

3. THREE PEDAGOGICAL PROJECT

THE FRIENDSHIP SONG

View the full version online at:

http://www.youtube.com/watch?v=6YB6GMDk2ow