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Can’t understand fifth-graders

I’m working with fifth-graders, and they are quite beyond my comprehension.

There was this girl called … well, let’s call her Anna. She’s a goofy girl. She spent the first class I was with them with her head down or in her arms the whole time nearly. Now she’s opened up a bit and she can’t go two seconds without whispering and giggling and making some sort of reaction to every thing I say as I stand before the class and teach. And how am I supposed to know if her reaction is in sympathy or in hostility? Her guffaws and giggles leave a lot of room for interpretation. Is she really bored? Is she testing my (non-existent) discipline? Does she like me and she felt comfortable enough to joke around, not realizing that doesn’t work when you’re trying to teach a whole group something (obviously, I hope for the latter.)

Except now she really doesn’t like me. This particular classroom has very bad lighting. The other schools I’ve been in must have way newer technology: even when the room is lit, the kids and I can see see my laptop, with Blender open on it, projected onto the SmartBoard with no difficulty. In this new school, even when all the lights are OFF, my screen of Blender on the SmartBoard nevertheless persists in being gray-tinted and dull. So we decided that instead of me teaching all 25 or so kids about animation basics at once, we instead would split the class up into two. I’d only teach about 10 at a time, and there would be enough room for them to sit on the carpet up close to the board to see. The other half of the class was to sit quietly (ahahahahahahahaha) in the back and build stuff with Legos until it was time to switch.

They were not quiet in the least, and I’m the sort of person who can’t really hear myself think if I’m trying to teach and there’s lots of distractions. I mean, it was really noisy. And me getting flustered, I kept getting messed up in my lesson and explaining things the wrong way. My 10 kids on the carpet before me, all of them too were whispering and giggling, and Anna was the worst. Or was she? She was the only black girl sitting up front. And she’s unfortunately really good at drawing attention to herself, and I spent the whole time wondering – is my perception even true, or is it just because she’s a black girl who won’t sit still that I’m singling her out as the worst? My lesson was going to the dogs, and I was exhausted trying to manage with all the noise in the background plus the fidgets right in front of me – yes, exhausted, I tell you, after 10 minutes! Plus, the room being all dark except for the glaring glow of the SmartBoard made me feel claustrophobic. Plus, I’m teaching them computer animation for crying out loud! Can’t they sit still for that?

Then Anna slung herself over. She actually just slung herself back on her elbows, but I reacted before that, during a split second when I actually thought she was going to lie down.

“Anna!” I said very sharply. “Sit up.”

She did not. I waited a second. I suspected that she was in that confused spot where she doesn’t want to be the “bad kid” but neither does she want to acquiesce and allow herself to be bossed around by me. So I kept moving with the lesson. She sat up as soon as I moved on. But you know, any hope I could have had of building trust with her or inspiring her into anything is probably over.

Shortly thereafter, so exhausted was I that I just plopped myself into a chair and declared I couldn’t go on. The kids looked both confused and nonchalant.

Today when I went back to teach the second class of fifth-graders, we did the whole class all at once. Ten kids sat on the carpet, the rest sat on the nearest chairs. I think most of them could see, after all. We got through the lesson. Still quite a lot of fidgets starting around 20 minutes in! But more manageable because there wasn’t all the background noise to distract us, I could hear myself think, and we had the whole class time, rather than just half of it, to do a thorough and proper lesson on using Blender.

Next week, I’ll go back and try to teach the first classroom, again. Whole group this time. I’m kind of nervous what happens with Anna.

Update: it was a great lesson! but Anna was absent!

The girl who turned her back

“I never met a child who didn’t like this project.” This is what I tell everyone when describing making science animations with kids.

Until last week, when this girl we’ll call Leah turned up with an attitude for her session with me. As we have been progressing quickly along, I was already at the stage where I sit with each student for about 15 minutes, sometimes more, and watch and prompt them as they animate their section of the movie on my laptop. I had taught them the animation lesson the week before, and yet … the very first student to have a go at it had been a little unsure; she seemed to have forgotten everything.

So it flashed upon me that why not, as one student is animating, have the student next-in-line to sit beside us and watch, so as to just help refresh how the Blender3D program works ahead of that next student’s turn. Because I really wasn’t looking forward to re-explaining and hand-holding to every single student.

One doing, the other watching
New configuration: One doing, the other watching!

I thought it was a great idea, but it hit an immediate snag. Flush with my decision, I looked at my list, and lo – the next student in order was Leah. “Leah! Come sit with us.”

Leah was engrossed in a computer game.

Called her again; asked her to hurry up (still being friendly). Leah actually starts complaining out-loud. That was my first sense of annoyance. Excuse me – I did not come all the way to your school to teach you 3D animation and make a movie with, only for you to complain about it. Never happened before!

The teacher induces Leah to come over; Leah slams down on an extra chair. I tell her to get back up while I maneuver it into position just behind the kid who’s working in front of my laptop; this adjustment was apparently a big shock to Leah’s system. The teacher comes over and tries to console her. Leah now has a very hurt look on her face, and out sticks her lower lip as though she’s going to cry. She’s not even looking at the screen or paying attention when I glance back at her, so I give her a little prompt. This is another too-great shock to Leah’s system, and she heaves herself in her chair so as to turn her back towards me and the laptop and the other kid!

And at this point — at this point, a few years ago, and back when I was teaching in Philadelphia, I might have felt really sad and like I needed to sooth Leah and explain to her just what we’re doing and why it’s so cool and get her cooperation. But apparently, I am way different these days, because I lost my patience and ordered Leah back to her seat. I can’t believe my daring! I didn’t even really care. I was just like, whatever, girlfriend, you don’t want to be here, then don’t waste my time.

Instead, I called the next kid after Leah up and had him watch. And I skipped right over Leah’s section of the animation, and went on with all the other kids.

As soon as Leah was dismissed, she went back to her teacher, to complain again – not sure what about this time! All I caught was, “I was sitting there and she told me to go back…” And then as I flew through animating with student after student, Leah would sometimes come back and take a look at the screen. I ignored her. Then, after lunch, when I was back with her classroom, she comes up and says: “when’s it going to be my turn?” I told her flatly, “you already had your turn.” “No, I didn’t…”

Yesterday, I saw a tweet that said: we don’t have good attitudes every day. So why should we expect our students to have good attitudes every day?

Very true, very good point. But I don’t think Leah needs any coddling or any soothing from me. Can’t believe I was less than kind, understanding, forgiving, and soothing towards a kid but certainly had a better outcome in the change of her attitude than otherwise.

Making a snail in Blender

I poked around some online examples and tutorials.

This snail was super cute and ended up being my inspiration! Can’t get any cuter.

And then this was a nice and straight-forward tutorial for making the spiral shell, which I stuck on top of the snail.

snail
snail in Blender3D

He’s a little lop-sided and one-eyed, and after all, that shell on his back looks kind of unappetizing, but that’s what I have so far.

This is the snail that goes with the animation I’m making with one of the fifth-grade classes at Wolf Meadow, who are doing a great job animating so far. Yes, we have already started animating – can’t believe it’s gone so fast!

Quiet pause in the class

After some rough days, just had one of the best lessons I conducted today at Wolf Meadow. This was with a group of kids whose lesson last week was a complete wash, mostly due to some miscalculations on my and my partner teacher’s part. Well, we tried again this week, and it went so well.

When I do these lessons, I get so nervous about keeping a flow going; or I get nervous that if I don’t keep the pace relentless, I’ll lose the kids — they’ll start daydreaming or get distracted. Or if I don’t keep talking, then it will seem like I don’t have things straight in my mind, and the kids will start smirking.

That gets tricky when you get to a part of the lesson where you’ve been demonstrating and showing the kids things for a while, and you’ve piled on tools and tricks and tips, and now you have a new twist to show them, and — and — you’re out of breath yourself, but still feel like you need to plow right along.

Well, today, when I got to such a point, I took a breath instead! I took a pause. And the kids didn’t explode into chatter. I asked them instead: what do you think about this?

Positive claps all around.

Anything that’s really sticking out for your?

Ah, one kid said something, I just don’t remember what!

Then I told them: okay, there’s a bit more teaching to do before I let you all come up and practice yourselves, so let’s all take a deep breath. And we did quietly take a breath.

Way back when I was an actual teacher, I remember some of the “veteran” teachers would say things like: you can use silence so effectively in the classroom. Pauses and check-ins can be very helpful. Well, it’s a very nice tip, but I never made it to the stage where I was actually an effective enough teacher to be able to employ such nifty techniques. But here I am!

What the kids call me

I used to always just have all the kids call me ‘Mejs’, when I visit schools for ‘Animations with Kids’.

But then, the teacher I first worked with in the fall insisted on the kids calling me ‘Dr. Hasan’, plus she would always introduce me to the kids, or refer to me, as “my doctor friend.” I think she did that as an aspirational thing for the kids – look at this person who is a science doctor, you can be that, too. Mrs. Bravo-Boyd herself is of immigrant parents, and she really liked that I was, too.

A film with different speeds

A few months ago, I was trying to create a film of various images and clips of footage. However, all the footage was in various speeds – some in 6 frames per second (is that speed a crime in the film world?) and some in 30 frames per second. So when I added in the 30 frames per second bits, it was in super slow motion.

Today, the issue came up again, but I searched a bit and I figured out how to get around this in Blender’s video sequence editor. I’m pretty happy to have discovered this! And it was super easy, ALTHOUGH I messed it up the first couple of times.

It also took me a few times searching to find the simple solution (for my case). I found this stack exchange Q&A, from which this was the important tip (the tip was actually in the question being asked) …

The method I have been using, up until now, is to import all the movie strips. Then set the frame rate for the project to 30f/s and on the 120f/s strips, add a speed control effect strip, to change the speed to that of the audio.

So I learned about the whole speed control thing, lovely!

Still took me a while to get it to work right. You think you’ve done it right, but then you add a ‘transform’ strip and it messes up. Or you try to edit down your video, not for the sake of speed control but because you want to chop a piece of it off, and it messes up again. This speed control has to be done with tender gloves.

I found some tutorials to help out, but they were both super annoying! One of them, you couldn’t hear the audio. The other had to give a whole introduction and blab on before he got to the point. But when he finally got around to it, I was able to see a demonstration of how the speed control works.

Video editing

Usually, I make animations, so I just have the rendered images all in a row, and then a single audio file –  somewhat chopped up, but still coming from a single file.

But a few months ago, I made more of a traditional “movie” made up of single images, bits of videos, and lots of added text. It seems to be the new ‘trend’ for ‘granting agencies’ to now require you – that is “highly encourage” – to include a video in your application submission. It’s not because they’re going to choose you – oh, heavens, no – they just want to get the satisfaction of making you do more work for nothing.

Well, any case, this was what my video editing sequencer ended up looking like:

video sequencer.JPG

Pretty interesting to see that outcome! The turquoise is the audio; the black at the bottom is a black background for any blank space; the purple is various mages; the gold is text; and the green is to changes the sizes of the images. I forget what the blue is for, though!

This is the sequencer in Blender, by the way.