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Chapter 1 Manipulating Media v4

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Introduction to theme: Combining Media The following two chapters look at how tablets make it easy to combine media in new and exciting ways to create shareable digital content such as movies, posters, animated characters, green screen efects or talking photos. We will also consider how multimodal formats add value to eBooks and digital storytelling. Chapter 1: Manipulating Media Introduction n important aspect of digital literacy is the ability to combine media in meaningful ways, whether
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  Introduction to theme: Combining Media  The following two chapters look at how tablets make it easy to combine media in new and exciting ways to create shareable digital content such as movies, posters, animated characters, green screen eects or talking photos. We will also consider how multimodal formats add value to eBooksand digital storytelling. Chapter 1: Manipulating Media Introductionn important aspect of digital literacy is the ability to combine media in meaningful ways, whether it is computer code, words, numbers, images, sound or video, and tablets can make it much easier to do this. !ur Bridgecraft# case study explores the use of apps for creating purposeful digital artefacts. We will think about how the use of digital media can enable children to express their ideas and how it can enrich learning when it is used alongside other activities such as drama. $earning !b%ectives for the chaptert the end of this chapter you should be able to& ã Identify a number of apps for working with 'lm, animation, images, text and sound ã (nderstand how these apps can be used to combine media to create a range of digital artefacts ã (se some media apps to help children express their own ideas and share them with an audience$inks to Teachers# )tandards  The following Teachers# )tandards are particularly relevant to this chapter& T)* set goals that stretch and challenge pupils of all backgrounds, abilitiesand dispositions  T)+ demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching  T)+ encourage pupils to take a responsible and conscientious attitude to their own work and study.  T) have a secure knowledge of the relevant sub%ect-s and curriculum areas,  T) foster and maintain pupils# interest in the sub%ect, and address  T)/ promote a love of learning and children#s intellectual curiosity T)/ contribute to the design and provision of an engaging curriculum within the relevant sub%ect area-s. $inks to 0ational 1urriculum 2rogrammes of )tudy for 3)* and + ã 2upils become digitally literate 4 able to use, and express themselves and develop their ideas through, information and communication technology 4 at a level suitable for the future workplace and as active participants in a digital world. ã ll pupils are responsible, competent, con'dent and creative users of information and communication technology  ã 2upils should be taught to use technology purposefully to create, organise, store, manipulate and retrieve digital content ã 2upils should be taught to select, use and combine a variety of software -including internet services on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information5xample from practice Bridgecraft& technology uniting physical and digital worlds 1ontextBridgewater 2rimary )chool in 0orthamptonshire held a curriculum enrichment week inspired by the world6building game 7inecraft8.  Throughout the week, learning across the curriculum was based on the theme of helping to build an alternative Bridgecraft# virtual world for some lost avatars. 5ach year group was responsible for a dierent elementof the Bridgecraft world and was challenged to produce a range of digital and physical artefacts. The ideas for using tablets outlined in the case study below are inspired by this pro%ect and suggest how tablets might be integrated into a similar whole school pro%ect. $earning !utcomes  ã  To raise the pro'le of maths, science, art and technology through an integrated approach ã  To deepen children#s thinking skills and give them opportunities to apply their knowledge to problem solving situations ã  To help children see the relevance of maths and science in everyday life ã  To inspire the school community to work together and celebrate their learning with the local community!utlinet the start of the week an online avatar introduced the Bridgecraft pro%ectto the children during an assembly. )he told them that her friends had losttheir virtual world and asked if they could all work together to build a new world. In order to extend the games theme, the avatar explained that theywould meet at the end of each day to celebrate their achievements and receive challenges that would unlock the next level. s each level was unlocked, children received a clue or an ob%ect to help them complete the next day#s challenge. In addition to the use of a games6based approach, there was an emphasis on integrating the arts with science and computing, and on using online collaboration tools to share ideas. 2airs of classes within the school were twinned using the online networking tool 5dmodo as a closed environment for exchanging ideas, and a blog and twitter feed invited participation from the wider world. t the end of the week parents and members of the local community were invited to come into the school to explore the world of Bridgecraft through an exhibition of physical and digital artefacts. curriculum plan outlining the contributions of each year group to the pro%ect in computing, science and art is outlined below. Curriculum plan  ComputingScienceArt Year 1 Theme:  The nimals-1lue& strange eggs Focus:  1reate animals for the world and design their habitats with help from 9ear :.nimated 'lms.pps& 2uppet pals, Tellagamii7ovie1ompare and contrast animalsand their habitats1arnivores, herbivores and omnivores5xplore colour, shapes and textures to makeprints in the style of 2aul 3lee.  Year 2 Theme:  The Trees and 2lants-1lue& a giant seed Focus:  ;esigning and making trees for the world. Worktowards creating alarge tree.Working with images.pp& 2hoster 7anipulating images of practical art.pps& )napseed Be<unky, =aiku ;eck, )kitch, 2ic1ollage2lant life cycles=ow plants growbstract sculpture, bati> and textiles inspired by the work of ?ustav 3limt.  Year 3 Theme:  The 2eople-1lue& a selection of hats Focus:  1reating people for the world1reating movies.pps& i7ovie trailers, 7orfo, @intagio, ?reenscreen by ;oInk, Thinglink=uman biology0utrition)keletons and muscles )ewing and wire modelling techni>ues in the style of 2ablo2icasso. 1reatingbook illustrationsof characters.  Year 4 Theme:  The )ounds -1lue& a piece of music Focus:  What will our world sound likeA 1reating instruments, recording sounds and responding to art through music.1omposing music.pps& ?arageband, @oiceThread,uickvoice.1reating abstract art in response to music.pp& <ragment)ound and vibrations2itch and volume)ound patterns and sources5xploring art installations thatuse sound and abstract artists such as Wassily 3andinsky.   Year  Theme:  The Buildings-1lue& a key Focus:  The challenge of designing homes for the avatars. Cesearching anddesigning houses.pps& )treet@iewand ?oogle 5arth,1omic $ife, 2ic1ollage, 2reDi,@ideoscribe,5xplain 5verything)ustainability2roperties of materialsWorld cultures1reating ; sculptures in thestyle of ntoni ?audi  Year ! Theme:  The =omes and =abitats-1lue& a strange nest Focus:  1reate homes and habitats for the animals.Cesearching anddesigning animalhomes and habitats.pps& =aiku ;eck and @oiceThread@ideoscribe Thinglink=abitatsnimal classi'cation systems<ood chains1lay models based on the work of Eoan 7iro.<igure *& 1urriculum 2lanWe will describe how tablets and apps can be used to enhance learning across sub%ects in each 9ear group.  9ear *& 5xploring eggs 9ear * children focused on the animals of the virtual world and were inspired by the discovery of a nest of strange eggs. They made prints of imagined creatures in the artistic style of 2aul 3lee and photographed them using their tablets. They used descriptive language to develop their creatures# personas and shared their ideas as a mindmap combining images and text using the app 2opplet. The images were opened in the app 2uppet2als and children were able to cut out# the animals and move them around the screen using their 'ngers whilst recording their voices.  The resulting animated puppetshows were exported and combined in i7ovie to make a 'lm introducing the Bridgecraft animals to show to parents at the end of the week, complete with added sound eects, music and credits.  talking avatar created in Tellagami was added to introduce the 'lm. 9ear +& Inspired by seedsIn 9ear + the impetus of a giant seed prompted work on designing and making trees and plants for the virtual world. 1hildren walked around the local environment capturing images of plant life. These were digitally edited using a photo editor with a choice of 'lter eects using the apps )nap)eed and Be<unky. Within these apps, children experimented with sliders and 'lters to alter the hue, saturation and contrast of their images in order to give their work an other worldly# feel. They invented names fortheir invented plants and trees. )ome children went on to add descriptive text and choose from a range of poster templates in the app 2hosterF some used 2ic1ollage to make an annotated collageF others used )kitch to

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Jul 23, 2017
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