Teaching Beyond the Curriculum
Abstract
The effect of animation on learning has been the subject of several studies involving undergraduate students and primary education children (Lowe & Schnotz,) with evidenced effects on the effect of animation on language learning (Kittidachanupap 2012). While experimental animation has long been neglected as a pedagogic strategy, recent research (Honess Roe 2013; Harris, Husbands, and Taberham 2019) points to the inherent potential for experimental practices for learning and teaching. The MOVEMENT skills workshops series -a recent pedagogic research activity between the University of Greenwich and the University of the Arts London- investigates the potential for experimental animation to contribute to learning through experimental skills workshops. In combining diverse conventional and unconventional animation techniques within a non-narrative space, experimental animation practices promise to offer a rich contextual background for learning: This pedagogic research workshop series examined the following research question: ‘Are experimental animation techniques an effective instrument for teaching and learning?’ Process-led, participatory and innovation-focused workshops have the potential to yield tangible learning outcomes and outputs, in that students are able to co-author their own experimental approaches. This paper presents research and analysis into the mode and efficiency of the MOVEMENT workshop series in analysing formats, outputs and outcomes and critically reflecting on the potentials and pitfalls of an experimental, process-based mode of facilitation. The paper presents findings from survey data among students, observations and critical discussions around knowledge exchange, skills transfer and challenges in employing experimental animation as a pedagogic strategy.
Oliver Gingrich is the programme lead for the BA (Hons) Animation at the School of Design, University of Greenwich, a media arts practitioner and researcher with a focus on participatory art, mixed reality and presence design. With an Engineering Doctorate in Digital Media, and 15 years of experience in the Creative Industries, Olive’s practice is embedded in holographic projection, real-time animation and participatory art: As holder of an AHRC-research grant for participatory media arts and its effect on social connectedness and public health.
Min has been working as an animator and animation director in a variety of formats including commercials, independent films, and documentaries. She is an award-winning director and her films have screened at numerous film festivals around the world, including eight Oscar-qualifying film festivals. She is interested in storytelling and character development through imagery and movement. Her interests range from experimental animation to high-end commercial films.
Emmanouil Kanellos is the Course Leader for MA Animation (online) and MA Visual Effects and the Teaching and Learning Coordinator for the Screen School at London College of Communication – University of the Arts London.
Emmanouil has been working in academia since 2008 in academic and management roles such as senior lecturer, personal tutor, link tutor, HEA fellowship mentor, and course/programme leader in both UG and PG programmes. Emmanouil has worked over the years as an art director, technical director, animator, and CG artist, having collaborated with several design agencies in London, Athens, and Japan. His work has been broadcasted on British national television and international channels. Emmanouil’s professional experience includes technical guidance, working in advertising, promotional videos, and video games. He manages and produces 3D projection mapping artworks across the UK in collaboration with a number of visual and audio artists. He is a Ph.D. candidate interested in visual music, virtual reality, animation, and 3D technology and has presented his research in the UK, Europe, and the United States.
10:30 am - 12:00 pm
Thursday 16th November, 2023