Childhood has changed rapidly over the past few years – and the methods that we use as teachers and educators of children and young people should reflect these changes.
Children learn best and most when they enjoy what they are doing. Using animation as a tool to encourage and develop children’s learning is not only fun but effective! By using animation children develop skills competencies in:
- Story telling
- Visual communication
- Cognition, emotional, ethic and aesthetic aspects
- Observation and sensory aspects
- Problem-solving and innovative aspects
At the Animation as a Learning Tool module, animation is being used in the sense of bringing character to life. The module is designed for students who wish to study in Denmark and use animation as a pedagogical tool in their professional work with children and youngsters.
- To explore the possibilities of animation as a method of learning to develop childrens and your peoples skills and competencies.
- To acquire skills in using ICT/multimedia in pedagogical learning .
- To develop an understanding for aesthetic, alternative and inclusive learning methods and didactics.
- To learn to work in groups and develop personal and professional skills in cooperation.
- To acquire basic animation skills and learn the processes behind an animated film.
- To obtain experience in the pedagogical uses of animation through fieldwork – observations, interviews, data collection and analysis.
- To widen the theoretical knowledge of educational and learning approaches.
- The Danish welfare system
- Education in the Scandinavian context
- Visiting school and institutions
- Danish art and culture
- Danish language course
Introduction to different animation techniques (All subjects are basic at beginner’s level) :
- Drawn animation
- Visual Communication
- Character design
- Film language
- Film analysis
- Nonverbal communication.
The above written subjects are taught through practical work:
The students will work in different groups and produce approx. 4 short films, based on assignments given on all the above written subjects.
At the end of the semester each student will produce a final film and a written portfolio, describing the work process of the final film.
- Language acquisition – an overview
- Children’s use of language
- Language and aesthetic learning processes
- Child culture and play culture
- Language and narratives
Learning and working together
- Learning theories
- Aesthetic learning processes
- Learning in groups
- The role of the teacher
- Inclusion and education
- Didactic theory
- Working with children and young people
- Animation as a learning tool
- Didactics in practice
- Reflecting theory and practice
- How to observe children
During a two week fieldwork at a Danish school/kindergarten, the student will help/ guide the children produce short animations.
Field work is completed with a written report focusing on learning processes, didactics and the language development of children.
The practical experience of the field work and the theoretical elements are compared in the report, which also includes reflections on Animation as a Learning Tool.
Students will have acquired:
- Basic knowledge of how to produce an animated film using different techniques, such as Claymation, cutout and pixilation.
- Knowledge of how to use metaphors, symbols and contrasts in animation and how to stimulate children´s development and learning.
- Improved skills in using basic computer software and different animation techniques, as a method to develop children’s language competencies.
- Basic knowledge of film language, composition, backgrounds and character design.
- Awareness of language development through aesthetic learning processes and how these relate to other learning processes.
- Understanding of the processes related to animation and how these stimulate children´s cognitive, social, emotional and motor development.
- Understanding of how to apply theories in a teaching and learning situation.
- Educational tools to use in inclusive teaching.
- Explore the possibilities of using Animation as a Learning Tool in a pedagogical context.
- Ability to work collaboratively in group-based activities. The module content is balanced between theoretical studies and practical activities, so students will experience not only the WHY of learning, but also the HOW.