Movement as a teaching tool

Animations are not simply cowardly eye candy. Under the right conditions, it can be used to communicate advanced concepts in many areas. It can also be a great equalizer in the class as students who have difficulty understanding or communicating have a form of media that enables them to utilize a new playground.

Here are some striking examples of unusual learning:

Development of organizational skills:

All animations need to be organized. As a skill in time / art, you only have a certain amount of time (30 frames per second in a video or 24 frames in the picture) to make an item from one place to another. You must also decide if the item needs to interact with another object and determine the next path.

Understanding of actions, reactions and consequences:

This leads to the determination of a short plot. History line where it is action, reaction and result. It always gives a student a quick sense of that mad scientist feeling about keeping the power of creation in their hands. Most importantly, it enables them to choose concepts and understand artistic decisions and the consequences of life.

Understanding physics:

Animation uses actions and responses, which are fundamental physics principles. In addition, the concept of reflective point of view, gravity and acceleration is all enforced in part actions and characters in animation.

Understanding and Interaction of Chemicals:

When understanding the physics of the animation, the next step is to understand that the weight or behavior of the subject is visual. A good example is using a simple circle in the motion path. Because of the path and its speed, the ring seems to float like a balloon across the screen. Changing that way may cause the same ring to appear as chewing gum or even solid lead bolts.

Understanding and planning chaos:

If the same ring occurred for an explosion of fireworks or explosion, each new part would have a random path. The idea of ​​creating random events is inherently contradictory. The student needs to create random events and needs to organize a disorganized platform. This leads to the possibility of returning from the final event, such as a scene from an accident.

Understanding three-dimensional coordinates:

Because animation is a two-dimensional representation with a time set, it raises the pupil, even as young as six, literally graphic information at a three-dimensional level. The student is deeply interested in learning complex mathematical ideas.

Understanding the Basics of Computer Application:

In addition to understanding mathematical concepts, animation literally has the same sequence of structures and computer programs. For example, each drawing may represent a line of code. If the character is within the range, the walking sequence from one foot to the next is the same as the loop repeated. If the character is increasing in size, a scaling or spin factor is added within the code. The end of the site could be the end of this code sequence.

Communication Technology Development:

An animation has so many other elements in it that, depending on the complexity of people, can contribute to that process. It allows participants to work together to a greater extent. Another opportunity for human skill development would have to be each one to create a series of beginnings and endings related to another person's contribution. Methodology depends on the goals set for the curriculum.

Animation has meditation and meditation in the creative process. Once the planning has been completed, the / production process repeatedly takes over. As art takes a picture, the expectation is to look at the finished work emphasized. It's like setting up a domino path. Although I have found most students very receptive to the creative and challenging process of animation, it has proved to me that students who were considered slow students have difficulty learning or being considered subordinates were very up-and-coming pupils who were up to their expectations in the educational authority. When opportunities are given, students, without pre-determined conflicts, can be hired and inspired to create meaningful works that transfer to other areas of the curriculum and life.

As a teaching tool, animation has many applications and it is possible to provide assessment in a course. My best results have come from never having the prerequisites for students, treating everyone with respect and open mind. Use animation to encourage and interact. Make each drawing and each student count.


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