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A técnica Stop-Motion no ensino de criação e edição de vídeo digital no 3º ciclo do ensino básico
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Orientador(es)
Resumo(s)
Este relatório descreve a intervenção pedagógica na disciplina de Arte e
Tecnologia Digital do 8º ano numa escola básica da periferia de Lisboa. O conteúdo
lecionado em 8 aulas de 90 minutos foi Vídeo Digital: Edição de Imagem e Som.
Procedeu-se à exposição, pontuada por avaliação formativa gamificada, dos conceitos
científicos que foram depois aplicados na criação de vídeos a partir de sequências de
imagens digitais estáticas (Stop-Motion).
O trabalho envolveu a metodologia de aprendizagem ativa ágil/SCRUM, num
cenário que incluiu grupos de 3 alunos, com funções bem definidas na fase de captação
de imagens: iluminação, fotografia e movimento. Na fase de edição os vídeos foram
combinados e compostos com outros vídeos, áudio, texto e efeitos especiais, resultando
no vídeo final do projeto. As várias formas de avaliação indicaram que a maioria dos
alunos atingiram os objetivos de aprendizagem embora não na plenitude desejada.
A criatividade é reconhecida como essencial nas competências promotoras de
adaptação que permitem lidar com a rápida e imprevisível mudança dos dias de hoje. A
auto-perceção criativa surge associada nalguns estudos a indicadores que resultam em
criatividade efetiva. Assim, na vertente investigativa da intervenção procurou-se
responder à questão:
A criação e edição de vídeos Stop-Motion aumenta a auto-perceção de
criatividade dos alunos?
Foi utilizado um design quasi-experimental, tendo como grupo de controle outros
alunos da mesma escola e ano curricular, lecionados pela mesma professora cooperante
a trabalhar os mesmos conteúdos científicos, sob uma abordagem diferente. A ambos
grupos foi aplicada a Escala Curta de Auto-Perceção de Criatividade (Karwowski et al.,
2018), com dois fatores: i) Identificação com Criatividade e ii) Autoeficácia Criativa. Os
resultados, não sendo estatisticamente significativos, indiciam um aumento na
autoeficácia criativa do grupo intervencionado. Pretendeu-se assim não somente
promover a aquisição de conhecimentos e competências relacionadas com Vídeo Digital,
mas também promover a criatividade dos estudantes envolvidos.
This report describes the pedagogical intervention on an 8 th grade class, in a Lisbon suburb basic school, on the subject of Digital Art and Technology. The content taught in 8 lessons of 90 minutes was Digital Video: Image and Sound Edition. Scientific concepts were lectured, punctuated by gamified formative assessment, and then applied in the creation of videos from sequences of static digital images (Stop-Motion). The work involved the agile/SCRUM active learning methodology, in a scenario that included groups of 3 students, with well-defined functions in the image capture phase: lighting, photography and movement. In the editing phase, the videos were combined and composed with other videos, audio, text, and special effects, resulting in the project final video. The various assessment methods indicated that most students achieved the learning objectives, although not in the desired fullness. Creativity is recognized as essential for the skills that promote adaptation and allow dealing with the rapid and unpredictable changes of our time. Creative selfperception is associated in some studies with indicators that result in effective creativity. Thus, in the investigative aspect of the intervention, we sought to answer the question: Does creating and editing Stop-Motion videos increase students' self-perception of creativity? A quasi-experimental design was used, having as control group other students from the same school and curricular year, taught by the same cooperating teacher working on the same scientific contents, under a different approach. The Short Scale of Creative Self (Karwowski et al., 2018) was applied to both groups, with two factors: i) Creative Personal Identification and ii) Creative Self-Efficacy. The results, not being statistically significant, indicate an increase in the creative self-efficacy of the intervention group. Therefore, it was intended not only to promote the acquisition of knowledge and skills related to Digital Video, but also to promote the creativity of the students involved.
This report describes the pedagogical intervention on an 8 th grade class, in a Lisbon suburb basic school, on the subject of Digital Art and Technology. The content taught in 8 lessons of 90 minutes was Digital Video: Image and Sound Edition. Scientific concepts were lectured, punctuated by gamified formative assessment, and then applied in the creation of videos from sequences of static digital images (Stop-Motion). The work involved the agile/SCRUM active learning methodology, in a scenario that included groups of 3 students, with well-defined functions in the image capture phase: lighting, photography and movement. In the editing phase, the videos were combined and composed with other videos, audio, text, and special effects, resulting in the project final video. The various assessment methods indicated that most students achieved the learning objectives, although not in the desired fullness. Creativity is recognized as essential for the skills that promote adaptation and allow dealing with the rapid and unpredictable changes of our time. Creative selfperception is associated in some studies with indicators that result in effective creativity. Thus, in the investigative aspect of the intervention, we sought to answer the question: Does creating and editing Stop-Motion videos increase students' self-perception of creativity? A quasi-experimental design was used, having as control group other students from the same school and curricular year, taught by the same cooperating teacher working on the same scientific contents, under a different approach. The Short Scale of Creative Self (Karwowski et al., 2018) was applied to both groups, with two factors: i) Creative Personal Identification and ii) Creative Self-Efficacy. The results, not being statistically significant, indicate an increase in the creative self-efficacy of the intervention group. Therefore, it was intended not only to promote the acquisition of knowledge and skills related to Digital Video, but also to promote the creativity of the students involved.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Imagem digital Vídeo Edição digital Criatividade Relatórios da prática de ensino supervisionada - 2022