Project Description | Adapting to Other Subjects & Contexts | Teacher Reflection | Student Reflections
Students had to create a 2-minute inspirational stop-motion video for a Catholic organisation of their choice which promotes environmental stewardship, to be used by the organisation as a call to action. It had to be clearly inspired by a relevant scripture passage on the stewardship of creation (eg. Genesis), and include at least 3 quotations from Catholic text on our responsibility to care for the environment. Students also wrote a speech, for their presentation of learning, explaining their choice of quotations and identifying what they can do in their life to be a steward of creation.
Context: Yr 7 Religion
Time: 9 weeks
Learning objectives: to learn content for Stewardship of the Environment; to learn how to use stop-motion; to explore how to engage an audience in a short clip; to experiment with the use of tags in YouTube to maximize number of views.
Product: Students create a 2-minute inspirational stop-motion video for a Catholic organisation of their choice which promotes environmental stewardship, to be used by the organisation as a call to action. It has to be clearly inspired by a relevant scripture passage on the stewardship of creation (eg. Genesis), and include at least 3 quotations from Catholic text on our responsibility to care for the environment. Students also write a speech, for their presentation of learning, explaining their choice of quotations and identifying what they can do in their life to be a steward of creation.
- 10-second stop-motion on a story of Creation, presented to whole class for warm/cool feedback, and used to co-construct assessment rubric for final stop-motion video.
- Student created crossword puzzles on Catholic Organisations & Kahoot quizzes on relevant Scripture/Catholic texts to be used for class challenge. Students had to test crossword and kahoot quiz on one other student before handing it in for the class challenge.
- Storyboard of inspirational video; silent gallery peer critique on these
4.Transcript of speech for video; silent gallery peer critique on these
Exhibition: Presentation of video to Panel, YouTube audience (as experiment for viewership); Catholic Organisation contacted to consider uploading high quality videos to their website
Co-constructed Assessment Rubric
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Adapting to Other Projects and Contexts
The original project was implemented in a Religion class but can be multi-disciplinary, involving Art (for the pictures), English (for writing the speech /story and for visual literacy), Music (for creating original soundtracks and exploring sound effects), Design and Technology (for perfecting the Stop-motion technique) and Science (for the content of environmental issues).
Languages – students can create a stop-motion movie on a particular topic or theme, or focusing on a particular language point.
English – students can be divided in groups and create a stop-motion movie on different sections of a text adapted to a new context (eg. modern version of Romeo & Juliet) or to visually represent a poem or as an open-ended creative writing task.
Art – students explore a particular technique and draw pictures using this technique for a stop-motion movie on a fairy tale of their choice.
Maths – students create a stop-motion video illustrating, through the use of string, straws, beads etc, a particular mathematical theory.
Science – students create a stop-motion video to explore a topic (eg. ecosystems) through characters and narrative (you can use The Magic School Bus book series and cartoons as inspiration)
History – students explore a particular issue relating to a historical period or event and represent this in a stop-motion movie.
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I was impressed by the insight students demonstrated when viewing each other’s first hurdle task- a 10 second stop-motion on a story of Creation. This allowed us to explore how to engage an audience and was the perfect springboard for co-constructing the assessment rubric.
The quality of the final product, unfortunately, was not as good as the first hurdle task. Two minutes for a stop-motion proved to be too time-consuming. Furthermore, in having to conform to the mandatory Yr 7 Religion common assessment task at short notice, the real life purpose and authentic audience of the original project was significantly compromised, resulting in a loss of motivation for students to produce high quality work.
It was interesting to see how students identified, when watching the 10 second stop-motion, the impact that music had on the videos, and yet many got lazy and did not include it in their final video. In my feedback to students I often mentioned how their whole video lost its impact due to the lack of music, and they nodded in agreement. In their reflections many mentioned that they had wished they had added music to their video. I am always happy to note that in my PBL units when students produce top work, they are incredibly proud of themselves, and when they don’t, they end up wishing they had put more effort into it.
This project clearly demonstrated to me how useful hurdle tasks are to get through content, develop skills needed in the final product, and inform co-construction of the assessment rubric.
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“I have learnt a lot about problems that are occurring around the world. I have been worrying about things like internet connections and bad hair days and haven’t been worrying about the problems occurring outside … ”
Jack, Year 7
“Researching information was enjoyable and I learnt a lot more than I expected. Learning about the issues of the environment really showed me what world we’re leaving to future generations and how the will pay for our mistakes.”
Colm, Yr 7
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