Bulb Archived: A/R Partners 2017-2018: Bayliss & Slavik

1. How did you and your teaching partner decide to do this project? (Please describe the context of your project, this can include influence from previous projects, context of your school, community, etc.): We wanted to do a project where we could provide differing levels of supports for the students and get unique student-driven work, regardless of the level of support. Based on the math curriculum, we decided to connect it to the geometry unit. For students who needed maximum supports we could provide pre-cut or pre-drawn shapes, which allowed them to participate fully in the activity and still create their own truly student driven work. We decided to use the animation and stop-motion apps because we felt the technology would engage the students and also allow for increased supports as needed.

2. Big Idea: How can art making and digital media production technology be used by students and teachers to engage with math concepts in the classroom?

3. Inquiry: How can students creatively explore 3D and plane geometry by composing dynamic, abstract digital animations using shape, color, line, and movement.

4. Grade Level: 9th

5. Academic Subject(s): Math

6. Artistic Discipline(s): Drawing and animation

7. How many years have you worked together as partners?: 1

8. Please describe what you did and what you made for this project: Students used geometric shapes to create short animations on iPads. They also used geometric paper cutouts and blocks to create stop-motion videos. Our final project was two compilation videos; one video was all their geometric animations and one was all their stop motion videos.

9. What were you hoping the students would learn during this project?: We hoped students would learn additional geometric shapes as well as gain an understanding of how geometric shapes can be used to create different images. We also wanted students to gain an understanding of how animation and stop-motion videos work.

10. What surprised you during this project?: I knew students would enjoy this project, but I was truly surprised with how MUCH they enjoyed it. It also allowed students to show-case a different set of skills then they usually display in math class.

11. What worked in this project and why? What didn’t work and why?: For the  most part, everything worked really well. The students were engaged, interested, and excited. The only part that didn’t quite flow was when we were filming the stop-motion videos. Each video took a long time to film, and students who weren’t filming didn’t have enough to do to keep them engaged. However, as a result of that, we discovered how much fun stop-motion videos of ourselves could be!

12. How did you assess student learning?: (ex. Was it formative or summative? Was it a written, verbal or performative based assessment? Were students provided with teacher or peer feedback? Did you use a rubric or portfolio system? Etc.) We used formative assessment throughout. During each teaching session we observed the students and adjusted the current and future lesson based on what we saw (levels of engagement, ability/understanding, progress). Additionally, students were occasionally asked to provide verbal feedback about what they had learned that day. At the beginning of each class session we reviewed what we had done the class session before.

13. How did you share your student’s learning process with others? Who did you share it with?: We invited two other classes to come in and watch our completed video compilations. Before we showed the videos, students explained our project and process to the visitors. A few student-visitors used the information about stop-motion videos to create their own.

14. Standards Addressed: (Common Core, Next Generation Science, National Core Arts):

CCSS.MATH.CONTENT.1.G.A.2

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.-students will use various 2D shapes to create animated art that explores the different features that make up different shapes. 

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Animations using circles
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Cutting out geometric shapes for stop-motion animation