INTRODUCTION In this communication we try to explore the possibilities of introducing animation, a working pedagogical project, as a method of teaching and learning in both formal and informal contexts. “Teaching” through projects involving different school subjects makes learning more meaningful to the students. Using digital resources brings the pedagogical act into the 21st century, massifying technical processes which were impossible or difficult to work with until some time ago.
INTRODUCTION In this communication we present and describe three pedagogical experiences developed as projects with school children in formal and informal contexts. What the projects have in common is the use of animated images in making a film, and the exploration of a very traditional art form using pioneering technology, always bearing in mind concerns for artistic and technological education but never forgetting all the other subjects, for interdisciplinarity plays a key role, too.
1. ANIMATED FILMS AS A PEDAGOGICAL WORKING PROJECT Implementing such type of task as a Project implies being concerned with allowing students to absorb significant learning not because the educational system determines it, but because there is a sense in what they learn.
1. ANIMATED FILMS AS A PEDAGOGICAL WORKING PROJECT All over the years we have concluded animation was not particularly taught in the classroom. That is why we intend to explore it in an educational context, to promote this technological and artistic language and to diversify and renew teaching and learning experiences.
1. ANIMATED FILMS AS A PEDAGOGICAL WORKING PROJECT This kind of task implies the manipulation of different materials, their reuse and their transformation. Capturing images, choosing the frames and angles, the visual narrative sequences, all this contributes for a greater number of approaches within the visual and technological arts.
2. DIGITAL TOOLS IN THE DIDACTICS OF MOVING IMAGES With the introduction in Portugal of the Technological Program for Education, schools were equipped with the right conditions to really implement and use the Information and Communications Technologies in the classroom, either because of the acquisition of computers, projectors and interactive boards, or because of the appearance of digital tools on Web 2.0 and free software that allow teachers and students to have an easier approach to the concept of moving images and its didactics.
2. DIGITAL TOOLS IN THE DIDACTICS OF MOVING IMAGES In the field of the Arts, just like in the Didactics of Moving Image and Animation Films, the number of teachers who are able to explore the concepts of moving images and who also direct films with their students is increasing, mainly due to the technical facility and the existing resources.
2. DIGITAL TOOLS IN THE DIDACTICS OF MOVING IMAGES The integration of digital tools supported by the Web 2.0 and the new software have conceded a more intense work in the area of Animated Cinema, as a substantial part of the Arts curricula, in truly harmony between the so-called “traditional” supports and the digital ones, letting students have an assertive work, either in the use of the tools, or in their selection and importance in each specific context.