Apresentação a realizar na CONFIA 2012 - I Internacional Conference on Illustration & Animation. Comunicação intitulada

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 3. THREE PEDAGOGICAL EXPERIENCES

11. 3. THREE PEDAGOGICAL EXPERIENCES
HAPINESS
View the full version online at:
http://www.youtube.com/watch?v=9pTN4g8_txE

12. 3. THREE PEDAGOGICAL EXPERIENCES
THE WHITE-NOSE LITTLE MONKEY
View the full version online at:
http://www.youtube.com/watch?v=5eH--hzBvmo

13. 3. THREE PEDAGOGICAL PROJECT
THE FRIENDSHIP SONG
View the full version online at:
http://www.youtube.com/watch?v=6YB6GMDk2ow