Case Study

Empowering Literature

Aim: To implement technology to empower an author study on Pat Hutchins

Setting the Context

Each term the Grade 1 and 2 classes will focus on an author to study and use as stimulus for different English activities. Pat Hutchins was the chosen author study for a term. Two books used within that term were Titch and Rosie’s Walk.

Titch

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Lesson Session: Connecting students to the character Titch

Titch is the youngest member of his family. Connecting family dynamics was the introduction to the character and series Titch. Students reflected on their place within their family. Once they had connected with Titch the students were introduced to Tech through the claymation videos. These were shown on the Interactive White Board and everyone fell in love with the characters and also the complexities to create an animation.

Lesson Session: Connecting Titch into Students' Lives

Students were given the task to create a narrative to include Titch in their life. Rather than writing a narrative, the use of Stop Motion Studio was used as a platform to create a story.

Using the same structure as a written narrative, students planned, created and filmed their very own Titch story. Rather than using writing as the sole tool for assessment, technology was used as a toll for creating. Their knowledge of planing and structuring narratives was evident through their use of digital technology.

Students created stories that had Titch through mazes, surfing, playing Aussie Rules Football, playing in the garden and eating cupcakes.

Targeted Curriculum Areas

Victorian Curriculum areas that were targeted in the Titch Sessions included:

English – Connecting with texts and authors (Reading); writing for an audience; writing for a purpose, the structure of a narrative (Writing).

Digital Technology – Using digital technology for a purpose; creating and forming ideas and share

Titch Plays Aussie Rules

Rosie's Walk

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Rosies is a hen, living on a farm, one day she decides to go for a walk around her farm. The pictures in this book tell a very different story to the text. The teaching focus using this book was how illustrations can tell a powerful story too.

Lesson Session: Using our skills to write a more detailed story.

The focus in classroom was writing narrative stories. Students used Rosie’s Walk to create their own narrative story, emphasising how they could write a detailed story. The characters and settings were kept the same, it was up to the students to add their own plot and emphasis was used to creating juicy, interesting sentences through the use of adjectives and detail.

Example of their narrative

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Lesson Session: Turning their Narrative into a Movie

After completing their narrative, the normal progression is to publish their work into a book. Instead of rewriting and publishing it as their book, students created a stop motion movie. Students had developed the skills to create a stop motion animation when they created their Titch project. It was a natural progression to to continuing building on these skills and create a stop motion movie with purpose.

Each student had to plan their stop motion movie based on their narrative. The narrative writing exercise gave them an understanding of exactly what they needed to include in their movie. If they wrote a barn or haystack into their narrative – they had to create it!  Back drops were created based on their stories and the backdrop had to  change depending on the scene.

Each student was given the fox and chicken. This was very helpful as it meant the characters were clear and big enough to be filmed.

Lesson Session: Technical Skills To Create a Powerful Stop Motion

A ‘Tech Sesh’ session was needed that focused on how to create a ‘great’ looking stop motion. The skills specifically taught to the class included:

  • Taking the best photo – from above, no carpet (or shoes!)
  • The movement of the props – small movements added depth and length

It was apparent to the students that this project would be very difficult to complete alone. Without teacher assistance or guidance, students began to work together in small groups. They helped one and other to move characters and props and take photos. The technology had not only given them purposeful meaning to their narrative but had brought the students into the mindset that working together created success

Targeted Curriculum Areas

Victorian Curriculum areas that were targeted in this project included:

English – Connecting with texts and authors (Reading); writing for an audience; writing for a purpose, the structure of a narrative (Writing).

Digital Technology – Using digital technology for a purpose; creating and forming ideas and share.

Design and technology – Creating and designing for a purpose; create and evaluate; following steps to a desired outcome.

Personal and Social Capabilities – Working with others and working in groups

Science – importance of sound (this was our Inquiry Based Learning focus) students investigated the use of sound effects to enhance their movies

Rosie's Walk

HOW WAS THIS ACHIEVED?

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