And every time I go into a new classroom, those kids watch “Mr. Turtle”, too, so they have an idea of what this project is like.
It makes me really happy to think that after all these years, the messages from those first set of kids are still being heard. My audiences are always so engrossed! And the movies from all these new classes will hopefully be used as models in my future classes.
In fact, I already had my fifth-graders at Wolf Meadow watch the two animations (Mr. Glump and Handbook to caring for the Earth) the second-graders at McAllister made. They laughed, they leaned forwards … okay, some just kept on drawing and whispering through the movies, too, but they were still pretty interested!
I’ve had a song from the 1989 Eurovision stuck in my head. As I was editing/fixing/polishing/rendering the animations for McAllister Elementary, I listened to it on repeat, as I do, making handy use of the YouTube refresh button.
It was still on my computer when I dashed to McAllister the very day before our viewing party. When I’d been at the school the week before to show each class of second-graders their film and have them do a survey, I discovered that I had missed a kid! The idea for this project is that every child in class contributes a page to the animation, but this kid had joined one of the class in the middle of January, after we’d done all the full-class lessons, and I’d never gotten wind of it. Luckily, I caught him at the last minute, and that was why I was back at McAllister the day before the viewing party.
He was such a cute, sweet, confiding kid, so as I was setting up my laptop, the still-live YouTube page with the Eurovision song was still up, and I asked the kid if he wanted to listen to it. He said yes. He liked it!
I am finished animating with all the kids I’m suppose to animate with, for now. I can’t believe it.
And something so nice happened on my very last day. I was back at Wolf Meadow. Let me back up … there’s no good ending as far as Anna goes, unfortunately … I just never animated with her.
But, on that last day, I finally got to animate with Leah. She did a great job, and as she finished up, she chanced to see my desktop wallpaper as I was flipping between programs. The picture is one of me and the baby that the neighbors next-door had in Chapel Hill. “Is that your son?” Leah asked.
No, I told her, it was just my neighbors, and then I thought I’d show her some more pictures of them, and as luck would have it, as I searched through my pictures I happened right upon the folder wherein I have an album of the times I took those same neighboring kids on tours of the University in Chapel Hill. I had like 80 photos – of the Old Well, of the funny chairs they’d placed outside the Campus Y, looking out the top floor of Davis Library; when we ate at Alpine Bagel, when one of the girls posed with the photo of Malala in the Union, when we went to the big Science Day they have every April and we took pictures with butterflies and brains and took a swing through the MakerSpace in Murray. Ah, I’m feeling nostalgic!
Then I asked Leah, so what do you want to do when you grow up? and she told me, and then I asked if she’d thought college, and then I blabbed out any encouraging words that came to mind (but I don’t think I came up with anything other than the trite, hackneyed things to say) and that was that. But what a nice ending for me and Leah after we started with ignomy!
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.
“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.
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.
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!
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.