Animation is not simply mindless eye candy. In the right circumstances it can be used to communicate sophisticated concepts across many levels. Hamilton Invaders also can be a great equalizer in a class setting where students who often Bratz dolls difficulties understanding or communicating have a form of media which allows them a whole new playing field.
Here are some striking examples of not-so-conventional learning:
Development of planning skills:
All animation requires planning. As a time/art skill, you only have a certain amount of time (30 frames per second in video or 24 frames in film) to make an barbie com go from one place to another. You also have to decide if that object has to interact with another object and decide the next path.
Understanding action, reaction and consequences:
This leads to determining a short plot line; a story line wherein there is an action, a reaction and a consequence. Midge doll always gives a student that brief fun of that mad scientist feeling of holding the power of creation in their hands. More importantly it allows them the opportunity to choose outcomes and understand artistic decisions and life consequences.
Understanding physics:
Animation uses action and reaction, which are basic principles of physics. In addition, the concept of reflective angles, gravity and acceleration are all implemented in the action of objects and characters in an animation sequence.
Understanding and communicating the behavior of materials:
Once the understanding of the physics of animation is mastered, the next step is the grasp of showing the weight or behavior of a material visually. A great example is the use of a simple circle in a path of motion. By virtue of its path and speed, the circle can appear to float like a balloon across the screen. A change in that path can make the same circle appear to act like a piece of chewing gum or even a ball made of solid lead.
Understanding and planning chaos:
If the same circle then became a burst of fireworks or an explosion, each new part would have a random path. The concept of creating a random event is inherently counterintuitive. The student has to create a random event and has to plan a chaotic scene. It leads to the ability to work back from a final event such as a scene from an accident.
Understanding three dimensional coordinates:
Because animation is a two dimensional representation with a time coordinate, it forces the student, even as young as six, to literally be graphing information on three dimensional level. Intuitively the student is learning complex mathematical concepts.
Understanding computer programming basics:
Further to the understanding of mathematical concepts, an animation sequence literally has the same sequential structure as a computer program. For example, each drawing can be represented as a line of code. If a character is walking within a scene, the walking sequence of one foot after the other is the same as a loop of repeating code. If the character is increasing in size it is an addition of a scaling or rotating factor within the code. The end of the scene could be the end of that code sequence.
Interpersonal skill development:
An animated scene has so many other elements within it such that depending on the complexity many individuals can be contributing to the process. It allows participants to collaborate toward a greater whole. The other opportunity for interpersonal skill development would be to have each individual create a sequence with a beginning and an end which links with another individual's contribution. The methodology depends on the goals set for the curriculum.
Animation has a meditative and contemplative effect within the creative process. Once the planning has been finished, the repetitive/manufacturing process takes over. As the artwork takes form, the anticipation of viewing of the finished work takes focus. It is much like the setting up of a domino trail. Although I have found most students very receptive to the creative and disciplined process of animation, it has been my experience that students who were considered slow learners, having learning difficulties or considered underachievers were the very students that rose up to and surpassed the expectations of those in educational authority. When given the chance, without preconceived barriers, students can be engaged and inspired to create meaningful works which do carry over into other areas of their curriculum and life.
As a teaching tool, animation has many applications and can provide a deeper level of learning for the student. My best success has come from never making assumptions about students, treating all with respect and an open mind. Use animation to inspire and interact. Make each drawing and each student count.
Vera Saar is a strategist, career and asset management coach, education facilitator, project manager, engineer, visual artist and animator. Her interests extend to gardening, water ponds, martial arts, motorcycling, general well-being and ways to make our personal and world environment better. For more information visit http://www.templatetraining.com
