What is Multimedia?
The way we connect with information and communicate has been revolutionised by multimedia. Multimedia, as defined by Ramanathan and Wiederhold (2019), is the combination of several materials including writing, images, sound, and film to produce an immersive and captivating user experience. Because it enables more effective communication and increased rates of viewer engagement, the use of multimedia has become more common in industries including education, marketing, and entertainment (Gao, Zhang, & Zhu, 2020).
(Illustration of Technology Vector Free Vector, 2018b)
What is a Stop Motion video?
Stop motion videos involve shooting a number of still pictures then playing them back to provide the appearance of movement (Wang, Liu, & Zhao, 2020). This medium of film making has been used in tv shows, music videos, advertisements and movies such as Wallace and Gromit and The Nightmare Before Christmas (Jones & Mitchell, 2016)
Use of Stop Motion video making in Classrooms
First of all, it enables kids to use their imagination and creativity to creatively bring items or stories to life (Jones & Mitchell, 2016). Children play around with different ideas and techniques during the planning, shooting, and editing processes, giving them an opportunity to explore and utilise their imaginations.
Secondly, it enables children to think critically as they need to plan out the movement of each object in their video to create a flowing stop motion video (Wang, Liu, & Zhao, 2020). By thinking critically, students are encouraged to think creatively and increase their capacity for problem-solving during the course of the creating process.
Students are able to create stop motion videos with simple materials such as, whiteboards, clay/plaster/play dough, legos, paper cutouts and household objects (pegs, spoons, plates, cups etc.)
Stop Motion video CC by Sarah Bensaidi
Pedagogical Issues of using Stop Motion in a Classroom
There are some pedagogical issues to using stop motion in a classroom that should be made aware before implementing this activity into your classrooms. Stop motion recording can be time-consuming. Even a brief animation made using stop motion involves extensive planning and will require considerable time to complete (McKenna, 2016). This can be difficult in a classroom context, when there are many other demands on both teachers and students and time is frequently restricted. Stops motion technology and equipment including cameras, tripods, and software are necessary for animation. For schools with little funding, this may be difficult because of the high cost of the necessary hardware and software (McKenna, 2016). Moreover, delays and frustration can be brought on by technical problems like device failures or system crashes for both students and teachers.
References
Gao, Y., Zhang, W., & Zhu, Y. (2020). The application of multimedia technology in education. In M. Chang, K. Hsu, & D. Taniar (Eds.), Multimedia technology: Concepts, methodologies, tools, and applications (pp. 177-190). IGI Global.
Illustration of technology vector Free Vector. (2018b, July 17). Freepik. https://www.freepik.com/free-vector/illustration-technology-vector_2605721.htm#query=multimedia&position=0&from_view=keyword&track=sph
Jones, T., & Mitchell, V. (2016). Stop-motion animation: Play, learning and creativity. International Journal of Play, 5(1), 68-80.
McKenna, S. (2016). Stop-motion animation: Encouraging creativity and teamwork in primary schools. International Journal of Art & Design Education, 35(2), 177-187.
Ramanathan, U., & Wiederhold, G. (2019). Multimedia. In G. Wiederhold & J. S. Qureshi (Eds.), Encyclopedia of Multimedia Technology and Networking (2nd ed., pp. 1030-1038). IGI Global.
Wang, Y., Liu, J., & Zhao, X. (2020). The Effects of Stop-Motion Animation Teaching on Children's Creative Thinking Ability. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1857.
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