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Alannah Barrett K00181982

Higher Diploma in Art and Design Teacher
Education
Lecturer: Maria Finucane
The Classroom after Dark
3D model making combined with 2D
animation and Digital Media
Art & Design
Curriculum Research Project

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Contents
Table of Contents
Introduction ............................................................................................................................................ 3
Rational for teacher research ................................................................................................................. 3
Aims of the project.5
Scope of the research ............................................................................................................................. 9
Project activities .................................................................................................................................... 15
Critical evaluation ................................................................................................................................. 16
Conclusion.18
Bibliography.19
Appendix.20















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Introduction
This project aimed to introduce curriculum innovation through the use of digital media and
technology in the classroom, by immersing students in the creation of a stop motion
animation and building of a small scale set of their art room based on the theme The
classroom after dark. During this process a learning environment began to develop that
allowed students to experience and gain skills in team work, communication and problem
solving, which benefitted the development of each student. The project aimed to identify
through action research the effectiveness of learning in the classroom through the
incorporation of digital media, action research is designed to bridge the gap between
research and practice, thereby striving to overcome the perceived persistent failures of
research to impact on, or improve practice. (Cohen, 2011)


Rationale for teacher research
Teacher-researchers raise questions about what they think and observe about their
teaching and their students' learning. They collect student work in order to evaluate
performance, but they also see student work as data to analyse in order to examine the
teaching and learning that produced it. (MacLean, 1999) The rationale behind the teacher
research aimed to collect information on the progression of work and learning by the
students, through methods of research i.e. visual diary and video documentations were
chosen through what I felt worked best for me and the students. The project aims
originated from my own evolving teacher statement, I wanted to incorporate the important
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values that set the foundation for my teaching ethos. My focus for this project was to
observe students in a situation where they would become responsible for the progression of
their work which in turn led the students to using key aspects of my personal teaching
ethos i.e. self- motivation, self-direction, problem solving ,divergent thinking and creativity.
Creativity is as fundamental as literacy and numeracy. (Robinson, 2001)
From my own professional development and studio work for this project I started out with
the project theme which was a piece of work created through digital media based on an
environment. The idea of the classroom after dark came to me through my own work with
images using the stop motion animation process to create movement of the figure within
the frame of the painting. The classroom environment was a topic I found interesting the
contrast and juxtapose position of a school building during the day and a school building at
night held my attention and I felt it was a topic loaded with creativity and imagination that
would capture the students interest. I then began working with images using the stop
motion animation process and SAM animation program to bring them to life.
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Aims of the Project
1. To develop my personal teaching philosophy and pedagogical approach:
The project was based on a set of issues within the 5
th
year group that I had observed over my
previous placements.
Exclusion of particular students and grouping in the class.
Lack of self-direction/self-motivation and ownership in their work.
Lack of working to set time frames, understanding of deadlines, decision making and
planning of tasks.
Figure 1 Initial work using stop motion animation process working with iconic image Edward Munch "The Scream"
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Unproductive class discussions based on critically examining work.
Lack of communication, knowledge and skills sharing.
Total reliance on the teacher for instruction, critical examination and direction.
I wanted to improve on the above key issues that effected the work of the students and develop my
pedagogical approach through evaluating the effects of using key factors repeatedly throughout the
project that had been specifically chosen to aid in alleviating these issues. My objectives for this
project were (a) to foster critical thinking skills; (b) to facilitate the acquisition of lifelong learning
skills; (c) to help students develop problem-solving strategies; and (d) to prepare students to
function as highly skilled and competent students for the third level education. Furthermore, my
overall teaching philosophy is based on two principles (a) active student learning that strongly
influences student-learning outcomes; and (b) assessment procedures that strongly influence
student acquisition of knowledge.



2. To develop as a teacher researcher setting the basis for continued professional
development:
Using a series of evaluating techniques such as visual journal, video recordings and photographic
documentation I was able to critically reflect on and evaluate my professional practice daily one of
the hallmarks of any profession is the use of research data and a knowledge base to solve problems
and inform practice (McKernan, 2008). The processes of evaluation have allowed me to correct
myself and improving the quality of my teaching on a daily basis. In doing so I have taken
responsibility in improving and cultivating my own teaching practice for the future, using classroom
research as a tool for improving reflection and classroom decision making. As a teacher researcher I
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am taking the position of bridging the gap between theory and practice, assessing ways in which I
can improve projects to enhance student experiences and skills in using action research as a tool for
instruction and assessment A multitude of studies provide evidence of the effectiveness of reflective
teaching in the professional development of teachers (OSullivan, 2002).

3. To investigate curriculum innovation through the use of a digital media/ ICT based
project:
Governments have spent heavily on ICT but evidence of the effectiveness of this investment is
contradictory; teacher attitude is cited as both a barrier to and a facilitator of its implementation. No
consensus exists within art and design education as to the role of ICT or even its validity in the arts;
using the computer as a tool for fine art may mean different teaching skills are required and different
learning approaches are enabled. (Compilation, 2008)
It was very apparent from the initial introduction of this project to students that they were very
interested and excited about creating a piece of work that would be a digital based video piece.
Students held high interest in the idea of creating work through new innovative processes and
moving away from the traditional process of creation. Having worked with digital media programs
from my own personal art work, I felt confident in teaching and incorporating these programs into
the project though the editing process with the students i.e. final cut pro, premier pro. I was also
fortunate to have all the necessary equipment to incorporate these programs into the lessons. The
incorporation of digital media and web technologies supports curriculum innovation through the use
of:

Educational videos i.e. students researched the stop motion animation process through a
series of educational videos that highlighted the process step by step. They were able to
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overcome technical issues through the use of the educational videos in areas of the editing
process.




Artists research i.e.
we looked at video based
artists work like Bill Viola, Ainslie Henderson and Will Anderson this was extremely helpful to
students to see digital media based work of high quality and definition. It also encouraged
their interest in the project as they were inspired by the artist work.






Figure 3 Students working with ICT technology in areas of research and editing
Figure 2 Screen shots from educational video research for stop motion animation creation process
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4. Special pedagogical focus of teacher enquiry
My pedagogy is crafted to empower my students in taking ownership of their intellectual, and
artistic development. I accomplish this by involving students in the development of the project
content and through the development of student learning teams i.e. animation group, set design
groups which are responsible for the progress of set tasks and the development of the project. A
learning environment that promotes the development of creativity, innovativeness and capability for
self-directed lifelong learning in students will have a strong flavour of constructivist learning, rather
than one of teacher-dominated declarative learning. Students will be active agents in the
construction of their own knowledge, rather than passive recipients of that knowledge from
teachers. (Mellor, 2004)


Scope of the research
Timeline: The project ran over a 5 week period with four lessons a week giving a contact time of
13hrs and 20minutes. Please see time table in appendix.

School Context: The location for my research was an urban, middle sized, all boys secondary school
in Munster. Its student intake draws mainly from three large, local primary schools with the balance
coming from the wider suburbs and proximate county villages and towns. In 2008, the school
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community moved to a new, state of the art facility with the art teacher involved at all levels of
planning, design, layout and realisation of the complex. The overall result was a well-conceived,
purpose built, contemporary learning environment depicted below in figure 3.










Art Department: Is an active art department with a full complement of year groups studying art and
one full time art teacher. The art room is modern and spacious with an ample supply of art materials
and apparatus. The facilities available in regards to digital equipment is of an extremely high calibre,
In the classroom alone there is access to seven Mac computers, a colour printer, a photocopier and
overhead projector utilised daily by teacher and students. Artwork is very evident throughout the
whole building with the walls filled with framed past students work.

Figure 4 Contemporary urban location for my project research
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Student group: I was very fortunate to have the opportunity to work with a small, focused group of
senior cycle students; a group of eight fifth year boys, with an average age of seventeen. This group
had previously responded positively and creatively in the atmosphere of a more workshop-like, art
room creative environment, conducive to the group/team work and task completion.


Figure 5 Contemporary, spacious, well equipped art department conductive to a workshop atmosphere
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Digital technologies employed: This project was based on incorporating digital media into the
classroom. I was very fortunate to have facilities available in the art room which made it very
accessible for both myself and students to use the technology for the purpose of artists research,
education videos i.e. stop motion animation process, Problem solving in technical matters i.e.
understanding the editing software through online tutorials. The students benefitted greatly from
the facilities and the employment of the digital technologies for example to view the quality of the
images and the animation as it was created i.e. fluidity of the figure, effectiveness of the view point
etc. Students benefitted from the employment of editing software such as final cut pro and premier
pro which they were quite competent in basic editing by the end of this project and have acquired
basic skills that give them a platform to expand on for future projects. The use of digital media in
art education has consistently been equated with other broader educational goals. These include
ensuring equity for all students, developing self-responsibility for learning, developing time
Figure 6 Images of work from both stop motion animation and set design groups.
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management skills, developing active learning, supporting language and numeracy skills and the
acquisition of lifelong learning skills. (Martin, 2009)


Research methods
Visual Journal: Written notes on students work, helped me to look closely at their
developing ideas for both set design and animation. Images taken during every lesson of the
progress made, the process involved, and the creative ideas of both groups. The images
were a vital source of information for me as I could see how each piece of work was created.
I wanted students to be self-directed and self-sufficient it was a great way of evaluating how
many tasks had been completed during that lesson, the use of communication among the
group and evaluating the work for assessment purposes etc. Eisner describes visual journals
as the material through which perception is increased and understanding deepened
(Eisner, 1998). I found that I became better equipped to make suggestions to students
through the diary entries and note taking after and during classes as they were a benefit to
reflecting on and evaluating the students/group work as it progressed. Both the images and
Figure 7 Students working with digital media equipment / video editing software for the stop motion animation work
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the journal became a visual conversation for myself were I could also document my
response to the students work. I then took this information and used it to guide the planning
and direction of the next lesson. Brookfield suggests that the path to discovering the worth
of your teaching is through a process of critical reflection. Vigilant critical reflection delivers
several boons: inspirational self-assuredness, the regular achievement of teaching goals, and
motivated, critically reflective students. (Brookfield, 1995)






Figure 8 Examples of finished tasks photographed as they were completed from the visual journal
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Video documentation: A recorded review of the works progress through group discussion
was recorded in class as the students were working in 2 separate group i.e. the stop motion
animation group and the set design group. Reflections of in-class video documentation
recorded my immediate response to the work. These video diaries aligned with the
acknowledgment of Cohen, Manion and Morrison and their open-minded nature of what
counts as action research evidence. The video diaries are my "method of collecting and
analysing [my] own judgements, reactions and impressions about what is going on. (Cohen,
Manion, & Morrison, 2000, p. 229)

Figure 9 images of pages from the visual journal kept to record detail and progress of the students work during the project
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Project activities
Scheme/project plan: The substance for my scheme of work originated from my own positive
experience of working with the stop motion animation process. Therefore development of the
subject matter in a student group of practice through collaborative work was a focal strategy for me,
with the potential to increase students knowledge in the creation of work that implemented the use
of ICT and digital media. A key factor of the scheme that related back to my teaching ethos was that
ownership of the artwork/project development became very much the students responsibility
leading to the employment of strategies such as group work/set deadlines and tasks completion. The
project developed over the five week period through the following planning, designing, creating,
evaluating and editing. See table in appendix for detailed project activities.



Figure 10 Screen shots of video diaries discussing the development of the project on a weekly basis
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Aims/student learning:
Attain understanding, through exploration and development of group collaboration in a
learning context, in this instance, the video work of contemporary artists Bill Viola, Ainslie
Henderson and Will Anderson.
Communicate and share new knowledge and approaches to making a small scale set and
digital media based finished piece. Objectively adapting and advancing individual and group
concepts through discussion.
Source and manipulate materials, revising/refining through making and re-making, to realise
students vision through three dimensional set design.
Understand digital media software i.e. final cut pro, premier pro to edit the video work and
also add sound to the video clips.

Critical evaluation
The use of digital media and technologies in this curriculum innovation project not only engaged the
students but also instilled an excitement about learning in ways that few traditional teaching aids
and techniques seem capable of doing. This was evident in the answers received during the recorded
review Yes I found it really interesting I never did something like this before and it was very
enjoyable. Using the digital media equipment and computers in the classroom developed important
skills. First, in group communication when discussing i.e. discussing scale of each piece of work, how
to use the equipment, the effect of different view point with the camera and editing the animation
students all worked together in the editing process where communication within the group was a
critical aspect I learned new skills like with the editing on the computer because Ive never done that
before. Students showcased the ability to distinguish the important from the unimportant, think
critically, and work effectively in a group while editing the animation We worked off each other, we
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had to talk to each other to make sure we knew what the other one was doing (looks to the group) to
make something similar or equal size to it.


I also found that students learned to take control of their own work as the project progress. For
example with the building of the set discussing what had to be completed at every stage of the
creation process was critical and it allowed students to set tasks and make decisions as to who
would complete this task i.e. make the computers monitors. Students also began to solve problems
that occurred in their own task i.e. student R was making the classroom tables and found they were
not supported enough with the matchstick legs, he decided to attached a small piece of wire to the
underneath of each table which gave the added support needed. This highlights for me the use of
problem solving and initiative in the project which I found became a regular occurrence once the
students became confident in their own ability i.e. When we first did the ground it warped because
of the paint, we had to stick it down onto a flat surfaceonto another sheet of foam and this solved
the problem. From the evidence gathered the project was successful in achieving all of the set aims.
The outcome of this project highlights the use of communication, self-direction, problem solving and
completion of set tasks that have had a positive effect on the development and learning of each
student.
Figure 11 Students shot multiple view points for each scene and discussed which they felt was the most interesting and effective angle
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Conclusion
In many ways I feel the use of digital media and technology can be used as a powerful tool for
enhancing student achievement which is evident in this project. The process of learning in the
classroom became significantly richer as students had access to new and different types of
information i.e. the educational videos of the stop animation process and videos of artist wok. As a
motivational tool, technology positively impacted on the students attitudes toward learning giving
the students self-confidence, and self-esteem in their work and motivating them to become
responsible for their work for i.e. completing a set task and photographing the completed piece of
work. The pace of technological development continues to grow, children in our schools today will
live in a world where ICT will be increasingly embedded in their daily lives. Additionally, it is claimed
that in this knowledge based society, the most valuable asset is investment in intangible human and
social capital, and that the key factors in economic and social development are knowledge and
creativity. (Wood, 2004)










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Bibliography

Brookfield. (1995). Becoming a reflective teacher . San Francisco: Jossey-Bass.
Cohen, L. (2011). Research methods in education. New York: Routledge.
Compilation, J. (2008). ICT Art and Design education. JADE, 158.
MacLean, M. (1999). Teacher researchers at work. National writing press.
Martin, G. C. (2009). Digital cultures understanding new media. Open univercity press.
McKernan, J. (2008). Curriculum and Imagination process theory, pedagogy and action research.
London : Routledge.
Mellor, S. (2004). The Case for Change: A review of education on contemporary research .
Melbourne: Australian Council for Educational Research.
Robinson, K. (2001). Out of our minds learning to be creative. Capstone.
Wood, D. (2004). Curriculum assessment and ICT in the Irish context. Dublin: National Council for
Curriculum Assessment.


















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Appendix
Timeline of project which depicts the timeline and activities of the project using key words
for the description of what took place during each week.


WEEK DECRISPITION
1. Week 10th 15th of
March 2014
Introduction to the project. Talk through project group discussion of ideas. Artist research.
Planning, drawing/plotting out scenes.
2. Week 18th-21st of
March 2014
Created groups. Set tasks discussed and delegated i.e. take photographs, edit images, groups will
discuss and plan the creation of the set for the animation, and start to build the set. Stop motion
animation introduced to the animation process through the use of educational videos and my own
work examples. Students also introduced to the primary school drawings. Group discussion on
chosen images.
3. Week 24th-28th of
March 2014
Continuation of set building, work with the primary drawings using animation process. Group
discussion and task/ deadline settings. Recorded reviews of the work take place. Photographing a
recording of work as it progresses.
4. Week 31st of March-
4th of April 2014
Shooting the initial scenes. Introduction to editing software. Group discussion on what works what
doesnt. Experimenting with lighting and sound for the scenes. Very experimental based week.
Recorded review of the work. Evaluations. Understanding of editing software. Photographing of
finished animation work. Photographing a recording of work as it progresses, Discussing sounds
that will work choosing selected sounds for the images.
5. Week 7th- 11th of
April 2014
Shooting final scenes. Editing all footage. Adding selected sound. Inserting stop animations. Group
discussion about the project. Photographing a recording of work as it progresses. Viewing of the
finished video piece. Recorded review based on students reactions to the final piece of work.