Machinima - the new diorama

Is Machinima The New Diorama? or Flipping Academic Fairs

Screen Shot 2013-12-07 at 11.34.38 PM

Jokaydia monitors children ages 4-16 in constructing spaces in Minecraft. Students use video capture and editing software to make machinima. This student built space is a historical complex.

Ask a 10-year old how they know something or learned to do something and the answer may very well include “I saw it on YouTube”.  With “Digital Literacy” and Coding being recognized as skills required for future success, and employment, it seems to make sense to update academic fairs to  include digital elements beyond word processing.  Perhaps instead of cardboard box dioramas, sugar-cube structures and  tri-fold cardboard displays we could accomplish learning objectives with machinima, digital storytelling, websites, blogs, wikis and 3-D digital modeling.  This is not to diminish the use of art supplies and creativity in the visual arts.  Manual dexterity and artistic expression is important, but not the primary objective of Academic Fairs.

SSFair

A Traditional Academic Fair Display begins in a school with winners being displayed regionally at a local Mall or Library.

Many of us have participated in promoting, supporting , guiding or  completing the work for a child participating in an academic fair.  I still remember a 2:00 AM crying  moment and my older brother helping me (actually he did the whole thing with exception of the windows that just were perfectly illustrated with a tap of a magic marker) to make a model of the Pentagon.  To this day I know very little about the Pentagon (the empire state building would have been so much easier) but I did learn some geometry, some research skills, collaboration (sort of), time management (after the fact), and I am still a night owl.  It is the process that is important.  The artistic work and use of materials, though an obvious focus to fair attendees, is secondary to what the student learns.  Whatever I learned through my 6th grade Social Studies Project experience, was not reflected in my brother’s ability to construct models.

Machinima made by capturing video in an immersive environment or video game and edited with sound, music and dialog to depict a historical event, literary work, or scientific concept requires research, planning, and time management skills.  Building a model in a 3-D environment like Minecraft requires planning, sometimes research, digital literacy, creativity and time management.  Developing a website requires similar skills.  Each of these digital possibilities requires the same basic skills that traditional academic fair projects require, in addition to digital literacy.  Collaboration is not  typically included as an objective in academic fairs, though parents and older siblings are sometimes involved.  Including collaboration as an objective would align to Common Core Standards and 21st Century Skills and the collaboration would likely include peers.   Parent involvement may actually be flipped in this model, with the student guiding the parent to understand the digital environment, particularly as it applies to immersive or game environments.

Time and space become less of a barrier as a local fair can potentially expand to a global fair with public views and even community “up votes”  on deserving entries.  Collaboration with peers from different geographic locations could potentially help prepare today’s students to collaborate globally as adults.  It seems logical to take advantage of  the use of digital spaces by our youth to include academic endeavors.  The Information Revolution has provided almost anyone the ability to share what they know and are are able to do.  Some of the YouTube videos being watched by 10-year olds have been created  by other 10-year olds, sharing what they know and are able to do.  An academic fair project posted on the web has potential to generate interest and extend learning beyond what an individual child learns from a 20th Century academic fair project.  As educators we can support, guide, monitor and inform this kind of activity by our students.

2 comments on “Is Machinima The New Diorama? or Flipping Academic Fairs

  1. Hmm. On second thought, I’d be surprised if such technology is not already being used by students in academic fairs. Now to encourage greater use and innovative uses such as those you mention, e.g. machinima and sandboxes like Minecraft, which is what you’re doing. Bravo!

  2. Yes, it’s time to bring science, art, and other academic fairs into the burgeoning realm of virtual social media. The local, physical space remains crucial, I believe, for parents, teachers, administrators, and peers to mingle and talk face-to-face with students about their projects. Adding a virtual component, however, would greatly enrich projects and globally extend their reach for the exchange of ideas and increased innovation. I can envision merging both formats, which may be what you’re suggesting. For example, the tri-fold cardboard displays could discuss the virtual project, provide URLs, and, for greatest effect, have a tablet or laptop right there to show the virtual product.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s