Why Slowmation?
"It is my contention that involving children in the planning, analysing, designing, making, modelling photographing, recording and playing of a particular science animation helps them to form a deep understanding of that process."
Garry F Hoban, developer of 'Slowmation'.
Image from: http://edlab.tc.columbia.edu/index.php?q=node/5580
Garry F Hoban, developer of 'Slowmation'.
Image from: http://edlab.tc.columbia.edu/index.php?q=node/5580
Slowmation is a multimodal digital representation developed by Professor Garry Hoban, of the University of Woolongong, Australia (slowmation.com). It consists of a series of digital photographs that are presented slowly (2 frames per second) one after each other to create the illusion of a moving image. Movies are presented slowly to enhance student thinking and learning about the specific concept and the changes that are taking place.
A slowmation is created on a horizontal surface with a digital camera, positioned on a tripod above. Structures are created out of play-doh or another moldable dough and small manipulations are made between each photo. The photos are then compiled into an animation program such as QuickTime Pro where the slowmation can be edited with music, audio or text (slowmation.com).
A slowmation can be used to explain a scientific concept or tell a story. Topics that can be covered by a slowmation include the lifecycle of animals, the germination of a seed / plant life cycles, development and eruption of a volcano, movement of plate tectonics, mountain building, mitosis and meiosis, digestion or movements of the solar system, to name a few (Hoban, 2005).
The process of creating a slowmation is a hands-on and engaging way for students to learn. It involves research and planning, building and constructing, manipulating and photographing and involves students to use ICT skills associated with importing the images and editing the final product. This process helps students to form a deeper understanding of the process shown (Hoban, 2005) and will result in them taking greater ownership of the task and their subsequent learning.
This task requires students to work in groups to design and create a slowmation. Teamwork has a number of positive effects associated with it including student collaboration and cooperation as well as developing individuals self-esteem, confidence and leadership skills (Hoban, 2005).
I believe that this activity can be used as a representational challenge for students in both primary and secondary schools.
Attached is a student sample of a slowmation that demonstrates the life cycle of a caterpillar / butterfly. This activity would be effective if used with year 8 students studying lifecycles and reproduction.
A slowmation is created on a horizontal surface with a digital camera, positioned on a tripod above. Structures are created out of play-doh or another moldable dough and small manipulations are made between each photo. The photos are then compiled into an animation program such as QuickTime Pro where the slowmation can be edited with music, audio or text (slowmation.com).
A slowmation can be used to explain a scientific concept or tell a story. Topics that can be covered by a slowmation include the lifecycle of animals, the germination of a seed / plant life cycles, development and eruption of a volcano, movement of plate tectonics, mountain building, mitosis and meiosis, digestion or movements of the solar system, to name a few (Hoban, 2005).
The process of creating a slowmation is a hands-on and engaging way for students to learn. It involves research and planning, building and constructing, manipulating and photographing and involves students to use ICT skills associated with importing the images and editing the final product. This process helps students to form a deeper understanding of the process shown (Hoban, 2005) and will result in them taking greater ownership of the task and their subsequent learning.
This task requires students to work in groups to design and create a slowmation. Teamwork has a number of positive effects associated with it including student collaboration and cooperation as well as developing individuals self-esteem, confidence and leadership skills (Hoban, 2005).
I believe that this activity can be used as a representational challenge for students in both primary and secondary schools.
Attached is a student sample of a slowmation that demonstrates the life cycle of a caterpillar / butterfly. This activity would be effective if used with year 8 students studying lifecycles and reproduction.
References:ACARA (2012). The Australian Curriculum v3.0 Science: Foundations to Year 10 Curriculum. Australian Curriculum, Assessment and Reporting Authority. Accessed 08/10/2012. http://www.australiancurriculum.edu.au/Science/Curriculum/F-10
Hoban, G. F (2005). From Claymation to Slowmation: A teaching procedure to develop students' science understandings. Teaching Science. Vol 51. No 2. Winter 2005
Slowmation.com. 'What is Slowmation'. University of Wollongong. Accessed 08/10/2012. http://slowmation.com/