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.): Friends of Ten and Friends of Time became our vision projects for our first graders. As a technology focused school, we wanted to use the art of video direction and stop motion production as launching pad for math. Our project focused on a first grade inclusion class.
2. Big Idea: How can art making and digital media production technology be used by students and teachers to explore math concepts and collaboration in the classroom?
3. Inquiry: Using materials such as construction paper, pipe cleaner and coloured markers, how can you personify math symbols and numerals that range from one to ten?
Using your personified numbers and mathematical symbols, how many ways can you create the sum of ten?
What are some of the ways can you dynamically choreograph your personified numerals and equations for your stop motion animation and why?
How does having a soundtrack and voiceover enhance or change your animations?
How can you communicate different times of the day and night in your drawings?
What are your favorite times of the day and night and why?
4. Grade Level: Primary First Grade
5. Academic Subject(s): Math
6. Artistic Discipline(s): Technology Film Production
7. How many years have you worked together as partners?: Less than a year
8. Please describe what you did and what you made for this project: The teachers and artists will collect and display the aforementioned artifacts (anthropomorphic number characters/math symbols and backdrop drawings for the green screen). The teacher and artist will also compile and display short video interviews of students discussing their experience as well as photo and short video documentation of students carrying out the projects at various stages.
9. What were you hoping the students would learn during this project?: The art practices that we will be exploring are: Two-dimensional crafting and drawing, digital stop motion animation, chroma key compositing and personal story telling.
10. What surprised you during this project?: It was surprising to see how seamless the final stop motion movies were. The movies were created by six year olds however the final product looked professional.
11. What worked in this project and why? What didn’t work and why?: ing.
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.)
Both teacher and artist will assess students through observation, group/peer discussion/critiques, and student questionnaires to monitor level of individual participation, comprehension and progress while providing verbal feedback throughout the project. Student comprehension, creative engagement, and number/technological literacy is the main objective, as well as the ability to collaborate successfully in small groups.
13. How did you share your student’s learning process with others? Who did you share it with?:
Goudy hosts an annual “Science and Technology Night” an event which features student science and technology projects for display. Students, parents, faculty and neighbourhood community members are invited to attend. We will create a multi-media installation from student work that will consist of artifacts (student interviews, photo/video process documentation, pre production materials) and final project outcomes. We have yet to meet with facilitators to plan for this event which will take place in April, date TBA.
We will also post the final videos and process documentation on the school website and Youtube.
14. Standards Addressed: (Common Core, Next Generation Science, National Core Arts):
CCSS.MATH.CONTENT.1.OA.C.6Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Social and Emotional Learning Standards
Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
1A — Identify and manage one’s emotions and behavior.
Technology Standards (ISTE)
6d Students publish or present content that customizes the message and medium for their intended audiences.