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Technology Integration Lesson Planning

Technology Integration Lesson Planning. Creating a Clay Animation . Tammy Boudreau Kevin Reed Paulette Goguen Monique Dupuis Susan Smidt Paula Gaudet. Creating a Clay Animation. Topic – Cross Curricular. Technologies Used. Language Arts Visual Arts Technology.

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Technology Integration Lesson Planning

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  1. Technology Integration Lesson Planning

  2. Creating a Clay Animation Tammy Boudreau Kevin Reed Paulette Goguen Monique Dupuis Susan Smidt Paula Gaudet

  3. Creating a Clay Animation Topic – Cross Curricular Technologies Used • Language Arts • Visual Arts • Technology • Digital camera • USB cable • Multimedia/Hypermedia • Microsoft Movie Maker • MP3 or CD • Word processing

  4. Other Equipment and Materials • Miniature tripod • Clay • Cardboard/card board box • Paint • Wire or pipe cleaners • Recordable CD or flash drive

  5. Grade Levels: Elementary, Middle and High School • Relative Advantages: • Professional, polished looking products motivate students. • Fosters collaboration and cooperation. • Students express their ideas by creating a product using technology. • Leveraged learning by sharing with others. • Can be used for various themed units.

  6. Disadvantages of this lesson • Level of frustration with technology • Time spent training the students on the software • Lack of equipment • Lack of software (not installed on all lab computers) • Lack of volunteers (can be remedied by older peers) • Students not following proper steps or instructions

  7. Curriculum Outcomes: • Language Arts • Students will be expected to: GRADES 4-6 • Use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and us their imagination • Use technology with increasing proficiency to create, revise, edit, and publish texts • Visual Arts • Students will be expected to: GRADE 3-5 and GRADE 6-8 • Use additive and constructive techniques with clay • Create design/images on subjects, topics and themes relevant to the art curriculum areas

  8. NETS - Teacher • 2. Planning and Designing Learning Environments and Experiences • Plan for management of technology resources within the context of learning activities. • Plan strategies to manage student learning in a technology-enhanced environment.

  9. 3. Teaching, Learning and the Curriculum • Facilitate technology-enhanced experiences that address content standards and student technology standards. • Use technology to support learner-centered strategies that address the diverse needs of students. • Apply technology to students’ higher order skills and creativity. • Manage student learning activities in a technology-enhanced environment.

  10. 4. Assessment and Evaluation • Apply technology in assessing student learning of subject matter using a variety of assessment techniques. c) Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.

  11. 5. Productivity and Professional Practice d) Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

  12. NETS - Students • 1 . Creativity and Innovation • Students apply existing knowledge to generate new ideas, products, or processes. • Students create original works as a means of personal or group expression. • Students use models and simulations to explore complex systems and issues.

  13. 2. Communication and Collaboration • Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. • Students communicate information and ideas effectively to multiple audiences using a variety of media and formats. d)Students contribute to project teams to produce original works or solve problems.

  14. 4. Critical Thinking, Problem Solving and Decision Making • Students plan and manage activities to develop a solution or complete a project.

  15. 5. Digital Citizenship • Students advocate and practice safe, legal, and responsible use of information and technology. • Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

  16. 6. Technology Operations and Concepts • Students understand and use technology systems. d) Students transfer current knowledge to learning of new technologies.

  17. Management Plan Considerations • Pairing of students • 5 phases with due dates • Discussion of Rubric • Volunteer letter • Permission letter to borrow equipment • Book computer lab • Phase 1 – Modeling and exploration of Movie Maker • Phase 5 – Creating and Editing Video Clay Animation Lesson Plan.docx

  18. Phase 1: Preproduction • Modeling of multimedia package’s commands and tools (2 to 3 sessions); • Assign several small projects using moviemaking software; • Develop an idea – Write synopsis of clay animation; • Draw animation to show sequence; http://www.accessart.org.uk/drawingtogether/storyboardtemplate1.html

  19. Phase 2: Create the character(s) • Review clay animation shorts of Wallace and Grommit; • Discuss and decide in small groups criteria to create final product; • Revise the original drafts of storyboards and synopsis by creating character drawings, and including descriptive words; • Construct character(s) out of wire armatures and clay;

  20. Phase 3: Create set design • Draw or paint a background on paper; • Allow for lighting considerations; • Creating a background that fills the viewfinder of camera;

  21. Phase 4: Shoot the Story • Pairs of students work with an adult or an older student; • Shooting of their storyboard begins; • Encourage the importance of taking a lot of pictures • Pictures are transferred from the camera to a recordable CD using a USB cable;

  22. Phase 5: Edit Animation video • Using Movie Maker application, students upload and place their photos in sequence • Add photos to storyboard • Add a title, end credits and maybe music or audio http://freeplaymusic.com • Preview animation video

  23. Assessment • An assessment rubric was created to evaluate the 5 step process assuring that the steps are completed in due time: • Storyboard/Synopsis • Character(s) • Use of background • Use of digital camera and lighting • Use of Movie Maker

  24. Student Self-Assessment Survey • Rate the five step process on a scale 1 to 5 • What part of the project did you like best? • What part of the project did you find challenging? • How did you find using Movie Maker? • Can you see yourself using Movie Maker for other projects? • How did you feel when you saw your final production?

  25. Creating Movies with Windows Movie Maker • Creating Movies with Windows Movie Maker.docx • Carrot.wmv • Dive Into a Good Book.wmv

  26. References • http://freeplaymusic.com • http://www.accessart.org.uk/drawingtogether/storyboardtemplate1.html • Tech Mentors, (2009). Digital Literacy. District 2 • Tech Mentors, (2009). Movie Maker: Animation. District 2 • WindowsXP201 Tutorial taken from download.microsoft.com on July 9, 2010.

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