# data[].attributes.body
Blind contour drawing is a drawing exercise in which the artist draws the outline of an object without looking at the paper. This technique was popularized by Betty Edwards as "pure contour drawing" in The New Drawing on the Right Side of the Brain.

# data[].attributes.body
Automatic drawing is an artistic technique developed by surrealists in which the hand is allowed to move randomly across the paper. In applying chance and accident to mark-making, drawing is to a large extent freed of rational control.

# data[].attributes.body
Automatic drawing - Automat tejninger

Pensil- blyanter

Papers- papir

Oil pastels - Oliepastelkridt/oliepastel

Colorline/ink - tush/black

Figuartive - figurativ

Non-figurative -

Abstraction - Abstraktion

Graphite pen - grafit pen

# data[].attributes.body
In painting or drawing, modelling is the technique of giving objects on a flat surface a 3D appearance through shading and highlighting. Today we had to draw a vegetable of our choice by using the modeling technique.

# data[].attributes.body
Collage describes both the technique and the resulting work of art in which pieces of paper, photographs, fabric and other ephemera are arranged and stuck down onto a supporting surface. We had a task to create a collage showing people in Nature environment.

# data[].attributes.body
Gesture drawing is an artistic exercise in which an artist makes quick, simplified sketches of a subject, often a live human model. Gesture drawing is typically timed, taking between 15 seconds and 30 minutes for each sketch. Today we had the task of sketching the poses of a model. Who posed from 1 to 5 minutes.

# data[].attributes.body
To make a monotype, the artist applies paint or ink directly onto the plate — which can be metal, glass, plexiglas, or even gelatin. The plate is pressed against the paper to transfer the ink. (So the finished print is a mirror image of what’s on the plate.) The printing can be done with a printing press or sometimes by hand.

# data[].attributes.body
Foam printing is a printmaking technique where a design is carved or etched into a piece of foam to create a stamp. This stamp is then coated with ink or paint and pressed onto paper or another surface to transfer the design.

# data[].attributes.body
Our task was to tear out pieces of paper and arrange them on a piece of paper. In such a way that they represented a character. Then use oil pastels and give colors to the figure.

# data[].attributes.body
Task:

Title: (1)Article – ex the, a, an, (2)subject , (3)verb, (4)adverb, (5)preposition + (6) article -ex a/an/the, (7)adjective, (8)object. Create the title by each taking turns writing  down the word following the title-structure and not showing  to each other what you have written

Our Title: The mountain dancing rapidly on a small stove

We began by brainstorming the concept we wanted to present and how best to depict the title. During our work, we used geometric shapes (circles, triangles) to effectively represent the mountains and the sun. Meanwhile, we employed organic shapes to depict water, plants, and clouds. We also try to fill the entire background to avoid leaving empty spaces. In the foreground (Positive shape), we aimed to place the mountains. Communication in the group went very well, we worked together on the work. Everyone offered their own point of view and together we came to an agreement.

# data[].attributes.body
Task:

Create another A3 picture, however only using abstact shapes to create a non-representatial depiction of the emotion, feeling, or some concept which you find in  your title

# data[].attributes.headline
How would you work with the element line, shape and form in an art class? 

# data[].attributes.subject
How would you work with the element line, shape and form in an art class? 

# data[].attributes.body
My idea is to introduce students to the basic concepts of line, shape and form. By giving examples and discussing their characteristics. The first task for the children will be to draw different lines with a pencil/crayon/marker. They will aim to draw lines of different lengths and thicknesses.

They will then draw different shapes by connecting the lines. They will draw only geometric lines on one sheet of paper and organic lines on the other. I will show them the difference and examples to inspire them.

The final task will be for the pupils to create, in groups of three or four, an object of their choice (e.g. a car, a handbag) by cutting out the shapes and shaping them to resemble the object.

Goal:

Introducing to the world of line, shape and form by means of theory and practice in order to understand the basic characteristics of these concepts and to be able to use them in artwork

Materials:

pencils, crayons, markers, coloured paper, scissors, glue

Inspiration:

Show examples of artworks that prominently feature geometric and organic shapes

Composition II in Red, Blue, and Yellow" by Piet Mondrian

Henri Matisse  "The Snail"

Excecution of the lesson:

1. Introducing the concept of lines, shapes, and forms. Show examples and discuss the characteristics of each element.

2. Drawing different lines with pencils/crayons/markers (Different lengths and thicknesses).

3. Drawing different shapes by connecting the lines (Geometric lines on one sheet of paper and organic lines on the other.

4. Creating in groups of three or four, an object of choice (e.g. a car, a handbag) by cutting out the shapes and shaping them to resemble the object.

Age group:

This lesson could take place in grades 1-3 in primary school, as it introduces the basic concepts of line, shape and form, which students can develop more in older grades.

# data[].attributes.body
What concepts should the student learn?

In my worksheet for children, I prepared activities with concepts such as:

Primary colors - Understanding the base colors (red, yellow, blue in RYB model; red, green, blue in RGB model).

Secondary colors - Learning how to create secondary colors by mixing primary colors

Complementary color - Identifying opposite colors on the color wheel and understanding their contrasting effects.

What technique should the student work with?

Color Mixing: Practicing mixing primary colors to create secondary

Color Wheel Exercises: Creating a color wheel to visually understand relationships between colors.

Complementary Color Schemes: Using complementary colors to understand more how color wheel works.

Filling shapes with color - to understand the concept of primary colors and to recognize the color of a given object.

Which grade level and why?

I created this worksheet for children in grades 1-3. At this age, children begin their journey with colors, their analysis, application, and understanding. Therefore, it is important to familiarize them with the basic colors, which form the foundation for further understanding of color theory. That's why I focused on teaching primary colors, simple colors, and complementary colors. These exercises can help them understand the basics of colors, how they interact with each other, and what colors are created by mixing different ones.

# data[].attributes.headline
Color Worksheet for students ( Not colored)

# data[].attributes.subject
Color Worksheet for students ( Not colored)

# data[].attributes.body
Reflect on the process:

While creating landscape paintings, I think I did well in interpreting the titles I chose. I was also able to recreate the vision I had from the beginning of how my landscapes should look. I reproduced each landscape in the same way, considering the title and color terms. However, during the process, I noticed that "Summer Heat" and "Spring Is in the Air" looked very similar. As a result, I had to change my concept to reduce the similarity between the paintings.

Reflect on the painting techniques/materials you have used:

While creating my works, I chose four titles: Winter Haze, Night Sky, Summer Heat, and Spring Is in the Air. I started by sketching my landscape ideas on sheets of paper, ensuring each landscape was similar. The next step was using paints. I dipped a brush in water to facilitate spreading the paint on the paper more easily. For details, I used thin, precision brushes. For larger areas, I used thick brushes, which allowed me to save time.

Reflect on working with color and color terminologies in art assignments with students in art class.

I think the teaching students about colors and color terminology can help them understand how colors work together and what compositions they create. Furthermore, working with colors allows students to be creative and express their emotions while working with them. This way, students can familiarize themselves with terminology through practice and play with colors. On the other hand, working with colors and creating paintings is time-consuming, requiring good time management by both the teacher and students. It can also be challenging for younger or less experienced students. In particular, more complex concepts such as Tertiary Colors may pose difficulties.

# data[].attributes.body
Title: Rose Petal

I began my work by mixing acrylic paint colors, for example, (mixing violet paint with white), to properly match the color to the glued newspaper sheet. On a separate sheet of paper, I checked what color I got and compared it with that on the picture. If necessary, I continued mixing the paints.

I learned how to mix paint colors properly to get the right color. Also, what proportions to maintain so that the color does not come out too light or too dark.

2 stars:

Appropriate color selection

Proper mixing of colors to darken or lighten the shade

Wish

I could better reproduce the colors to perfectly match the picture

# data[].attributes.body
Step one: Drive a stick into the ground (This will be the center of your circle). Tie a string around the stick. Measure the radius (about 60 cm) and tie a small branch to the end. Draw the circle with spray paint.
Step two: Insert willow branches into the ground every 10 cm around the circle. Place them 10-20 cm deep into the soil.
Step three: After placing the willow branches, start weaving. Begin by making a sturdy edge.
Step four: Create a door at least 70 cm wide. Take the willow branches on both sides of the opening and smoothly twist the ends of the willow branches around each other.
Step five: Fill your hut using a weaving technique, making arches that alternately run in front of and behind the posts.

# data[].attributes.body
• What do you take with you from Jette Mellgren's presentation? - what has made the most impression on you?

What I took away from Jette Mellgren's presentation on making willow huts was the incredible combination of nature, craftsmanship and community that her work embodies. What impressed me most was how she transformed simple, natural materials like willow branches into functional structures while promoting environmentally sustainable practices. The process she shared not only highlights creativity and skill, but also the way these huts can bring people together in a practical collaborative project.

• How would you describe Jette Mellgrens artworks – discuss using/showing the reference to Land Art and Environmental Art

Jette Mellgren's works can be described as grounded in both land art and environmental art, as they reflect the interaction between human creativity and the natural world. Her use of organic materials to create functional structures, such as willow huts, follows the principles of Land Art, in which the natural landscape becomes the canvas.  Mellgren also reflects the core values of environmental art, which emphasizes ecological and sustainable use of resources. Her works are ecological in nature, as she uses renewable and biodegradable materials. As a result, the sculptures are living structures that continue to grow and evolve

• Analyze the idea/theme you have decide on and discuss how you will apply your and communicate your idea/theme.

Our group decided to build a willow hut as a shelter for people visiting the forest for rest, as well as a potential refuge for small animals. This theme revolves around the concept of creating a connection between humans and nature, providing a natural, eco-friendly space for people to relax while respecting the wildlife around them. The decision to exclude windows and cover the hut with leaves was made to enhance privacy and create a shaded environment inside. By avoiding windows, we aimed to minimize distractions from the outside.

• Evaluate the first workshop day and reflect on the group’s performance? – what went well, what was difficult, how did the groupwork go etc.

Collaboration in the group went well. Everyone in the group actively participated in the building process. We effectively divided tasks such as weaving willow branches and preparing leaves for covering. We quickly agreed on key elements of the project, such as the lack of windows and the use of leaves as additional covering, which kept the project moving forward. The process of creating the willow hut was an interesting way to pass the time and spend time together with the rest of the group. However, working with willow was not easy, it required a lot of work, which was time-consuming. Braiding the willow was also not simple to understand at first. Lastly, working in the sun was also hard in effect created greater exhaustion.

# data[].attributes.body
What was the idea and message of your groups “willow hut”?

Our group's idea for the willow hut was to create a shelter that would serve multiple purposes. The hut was designed as a space where people could find refuge during their time in nature, offering a place for rest and privacy. Additionally, we wanted the hut to function as a potential sanctuary for small animals, reinforcing the idea of coexisting with nature.

How did you communicate the idea and your message?

We communicated the idea and message of our willow hut, focusing on the theme of shelter and privacy in the natural environment. The design of the hut, windowless and covered with leaves, emphasized its role as a hidden shelter, offering a quiet, space for people to rest and reconnect with nature. In addition, we placed a bouquet of flowers inside to further enrich the hut's nature-promoting delate

How is it connected to the concept of nature connectedness and what senses were put into play?

Willow cottage we can combine with the concept of connection with nature as Using natural materials such as willow branches, we engaged in creating art from nature. The act of weaving the branches together used a natural rhythm that reflected the organic forms found in nature. Moreover, being in the willow hut encouraged integration with nature and the lack of use of telephones.

Give 3 starts and a wish for your finalized project.

3 stars

Good group cooperation, where everyone contributed to the construction of the hut. Everyone was able to propose his idea, where we made decisions together at the end.

The decision to make the hut a private shelter for both people and animals was clear and thoughtful. The use of leaves to cover the structure increased the sense of privacy and protection, making the hut part of the forest.

The final product was well detailed, the construction came out solid and the decorations looked nice

Wish

We could have chosen a different location, as ours was in the sun, and as a result the work was carried out in difficult conditions

How do you connect the 3 different concepts to Jettes art and to the project you have been engaged in?

Layered: Jette Mellgren’s work often involves multiple layers of meaning. In our willow hut project, we also explored layers—starting with the physical structure of the hut and building up to its deeper symbolic meaning as a shelter for humans and animals alike.

Connected: Mellgren’s art emphasizes the importance of connection—both between materials and within the community. Our willow hut embodied this by using natural elements like willow branches. So that people can connect with nature while sitting in the hat

Mischievous:  In Jette's work, there is often an unexpected element that can surprise viewers. In our project, we decided to omit windows and use leaves for privacy adding a subtle sense of mischief

How would you like to work with nature from a contemporary art perspective in your own teaching?

In my teaching, I would like to encourage students to be in nature and think about the relationship between nature and art - by working with natural materials. For example, going out into the woods with students and engaging them in sketching trees or plants. What's more, collecting natural resources such as leaves or flowers to create artwork from them.

# data[].attributes.body
3 stars:

Creativity in design: Our group showed creativity, we decided to use not only sand but also algae and stones to add artistic elements and details (Such as cigarette filter and ash).

Teamwork and collaboration: The group worked well together. Each member contributed ideas and took on specific roles.

Choice of object: We were the only ones to take on the creation of a cigarette, which is one of the most common trash on beaches, causing a lot of pollution.

Wish:

We could have worked more on the decorations or the shape of the sculpture to make it look more like a cigarette in real life.

Reflect on the outdoors as a classroom. Besides the physical space, how was it different?

Outdoor activities were unique in that we could be in a natural environment, which was the beach. As a result, we could feel the atmosphere of the task more by listening to the sounds of the beach, such as the sound of the water and the animals living there.  Moreover, being outdoors made the activity more casual and less formal. When working outdoors, we can also be more creative and use resources we wouldn't be able to use during classroom activities.

Analyse the outdoors from the perspective of aesthetic learning processes.

From an aesthetic learning perspective, being in nature stimulated multiple senses, creating a richer learning experience. Sand sculpting on the beach required not only intellectual engagement, but also physical and emotional responses. By working with sand, we were able to aesthetically replicate realistic objects so that they resembled them as closely as possible.

# data[].attributes.body
First, we start by creating a design for our stickers.  Then we get special sticker paper  "label sheets" that work with  Brother machine. We place the paper in the machine's tray, making sure the sticky side will be printed on. (Check the paper settings in the machine's manual to avoid jams or mistakes.) Then we Transfer the Design to the Brother Machine.  We start cutting, and use the machine’s screen to select the shape or outline. Line up the printed sticker sheet on the cutting mat, load it into the machine, and press start. After cutting, carefully peel away the excess sticker paper and on the end, we put the special foil on the sticker to laminate.

# data[].attributes.body
What new/interesting information do you take with you from Michaels Scheldes tour of the Dodekalitten?

The interesting information I have learned is that the art project will consist of twelve standing stones carved in granite. What is more, each standing stone is 7-9 meters weighing 25- 55 tones. At the top, the sculptures appear with a 2-meter-high head facing the centre of a circle. Between the figures are natural stones from which electronic music can be heard every day.

# data[].attributes.body
The didactic methods that have inspired me are:

While observing the sculpture Exhumed Limy Pool, we can suggest that students choose a theme to work with, such as horses or biodiversity (plants). We could propose that they sketch plants or horse skeletons.

While observing the sculpture of a woman giving birth, we can discuss topics like perspectives and horizons with the students—what they see when they look at the sculpture (the beginning of a new life). We could ask them to find a picture of themselves as children and write a poem about it.

Seeing the artwork Mortarerer, we can talk about the theme of water and ask students to take photographs of water (rain, moving water, etc.) and then paint the photograph with paints.

Another task could be a visit to the forest, where students will observe their surroundings and then paint them in an abstract form.

# data[].attributes.headline
Ditte Gantriis - The lilies on the balcony have spring up

# data[].attributes.subject
Ditte Gantriis - The lilies on the balcony have spring up

# data[].attributes.body
Mimetic - The mimetic aspect can be a reflection of nature and growth patterns, reflecting the plants surrounding the rural environment.

Complementary - the location of the sculpture represents the fact that it interacts with nature and conducts a kind of dialogue

Symbolic - The sculpture represents a woman giving birth against a background of vegetation, which can symbolize the connection of humans with nature.

# data[].attributes.body
Mimetic - The pool can mimic natural elements found in the Danish landscape, such as plants or shells. This is seen as a mimetic representation of the local environment.

Symbolic - The pool symbolizes a place for horses, which used to have drinking pools. The benches they use in the middle of the pool symbolize the horseshoes.

# data[].attributes.body
Complementary - Utilizing the sculpture makes it a part of nature, interacting with it. (A bowl located in the ground collects rain).

Symbolic - Gathering water in a bowl symbolizes the collection of a mother's tears.

# data[].attributes.body
Mimetic - The mimetic aspects are evident in the way the works reflect the natural forms and processes found in the area, such as stones

Complementary - qualities are evident in the way natural and artificial elements, are combined in a way that enhances the dialogue between the artwork and the site

Symbolic - reflect deeper meanings associated with the landscape, such as listening and human interference with nature.

# data[].attributes.body
How would you describe the two different destinations, Dodekalitten and Fuglsangs outdoor sculpture part with a reference to Christian Norberg-Schulz wrote Genius Loci? Do these places hold a “very own spirit that affects us and our lives”?

Dodekalitten has a strong “spirit of place.” The tall stone figures are located in an open landscape, which enhances the mysterious presence. The site extends beyond its physical form, creating an emotional and psychological response through the integration of art, nature and sound. The monumental scale and arrangement of the sculptures interact with the natural elements - sky, wind and surrounding hills - creating a sense of timelessness and ritual.

Fuglsang’s sculpture park also has a “spirit of place”, but the sculptures are placed to interact gently with the environment rather than dominate it. The sculptures reflect natural forms or materials, and their placement in the landscape creates a sense of calm.  Visitors experience a quiet, thoughtful engagement with both the sculptures and the surrounding environment, creating a reflective mood.

# data[].attributes.body
Differences:

Narrative exercise: This approach is story-based. It required considering the progression of events in the artwork - what happened, what is happening and what will happen next? Focusing on the characters, actions and the way the artwork conveys them through color, form and symbolism. What's more, it will relate to personal history and emotional reactions to the events unfolding in the work.

Existential Exercise: The existential approach was more philosophical and abstract. It involved focusing on the deeper meanings behind color and form, the beauty or ugliness of a scene, and whether the work conveys something beyond words.

Similarities:

Both approaches asked me to personally reflect and engage with the artwork. Whether I focused on storytelling or existential themes, I had to think about my own interpretations and emotions. Each method explored how the artist communicates meaning. Both the narrative and existential exercises helped me see the artist's use of techniques like color or symbolism to express their ideas.

# data[].attributes.headline
 L.A. Ring – “Workers by the Water Main by Søndersø” ( Narrative )

# data[].attributes.subject
 L.A. Ring – “Workers by the Water Main by Søndersø” ( Narrative )

# data[].attributes.body
The artwork shows a group of workers labouring by the water main near a lake in Denmark. The scene captures a moment in the life of ordinary working-class men engaged in a physical task. Browns, greens, and greys dominate the landscape and the workers’ clothing, symbolizing their connection to the land and the physical nature of their tasks. The workers themselves are the central figures. They represent a human effort

The painting expresses feelings of determination and exhaustion. It conveys the effort and teamwork among the workers

L.A. Ring was known for his focus on realism and the representation of ordinary life. This painting likely reflects his interest in the lives of the working class and the relationship between humans and nature. The scene is a testament to his observation of the Danish landscape and the people who lived and worked within it.

# data[].attributes.headline
Lorenz Frølich - „ The Eye of God „ (Existential)

# data[].attributes.subject
Lorenz Frølich - „ The Eye of God „ (Existential)

# data[].attributes.body
Lorenz Frølich, a Danish artist, created this piece likely in the 19th century. His work often reflected a deep interest in mythology, religion, and history. He may have made this artwork to explore divine themes and the human relationship with God,

The title, “The Eye of God,” is significant because it directs the viewer's interpretation towards religious and spiritual themes. It immediately identifies the central element - light

The colours in “The Eye of God” are dark, deep, and mysterious,  with contrasts of light. These colours were probably chosen to reflect the spiritual nature of the scene. The light might symbolise something beyond human understanding—perhaps the presence of God.

# data[].attributes.body
Our element is - Water, first of all we decided to focus on its positive aspects. We showed the beauty of nature, animals and vegetation, which occurs in its natural environment. However, we also presented the waste of water and its pollution.

2 stars

Good group cooperation, coming up with ideas together and sharing responsibilities.

Good reflection of the water, in which we presented its positive and negative aspects.

Wish

We could have printed the images more efficiently and managed the work time better.

Teaching Design for “Wish for the Sky” Project

Age Group: 8th-grade students
Learning Goal: Enhance creative thinking, teamwork, and abstract representation through collaborative research and artistic expression.

Why & What - Explain the project purpose and foster curiosity.

Begin with a discussion on the symbolism of earth, fire, water, wind, and space in different cultures. Show abstract art examples to inspire creative thinking.

When - 2–3 lessons for each group to research their topic and develop an abstract representation idea. Additionally, printing stickers and sticking them on plates.

How - Students create their abstract representations (e.g., art pieces, digital designs) and stickers. Groups present their completed projects and explain their abstract approach.

# data[].attributes.body
Discuss why it is crucial that students work with data in various ways and how through combining the subject technology comprehension and Visual Art?

It is important for students to work with data in a variety of ways, as understanding data is a key skill today. By using data, students improve their ability to think critically, understand information and make decisions based on facts. This helps them become better at problem solving and logical thinking, which gives them a clearer picture of the world through data. Combining technology with visual art gives students the opportunity to work in a modern way. Technology allows students to use tools such as data processing software. Visual art helps them be creative in the way they present data. Together, these subjects teach students how to balance both analytical and creative skills

How can you as a teacher develop fundamental understanding for your students of the many aspects related to the concept of data?

We should begin by explaining what data is, how it represents information, and why it’s important. This includes discussing how data should be collected, the different types of data. Once students understand these basics, we can guide them through the process of collecting and analyzing data. To make it more relatable, we can use real-life examples, like surveys or research projects, and even provide hands-on exercises where students actively collect data. For instance, activities like the "Dear Data Diary".

Working with data addresses the issue that any process involving the collection and use of data as representations of reality involves choices and omissions. How can you make students reflect upon that representations only reflect a portion of reality?

To encourage students to reflect on the fact that data representations reflect only part of reality, teachers can show different ways of representing the same data, such as bar charts, pie charts or infographics. Ask students to compare how these visualizations highlight or obscure certain aspects of the data. In addition, you can suggest a classroom exercise where students will collect data about themselves and then compare the data to the real world. During the exercise, they will be able to reflect on why they included certain data points and left out others.

What are some concrete learning goals you would like to address in your own teaching working with data?

- It's important to teach students what the process of collecting data is, using various sources such as ankirts or online sources

- A major aspect is to teach students how to analyze data using various methods such as comparing results

- Acquiring practical skills by students while collecting data

- Learning how to interpret data and understand it on a given topic

# data[].attributes.body
By collecting data on a daily basis, I realized that tracking habits such as drinking, phone use, sleep and eating gave me insights into patterns that I was previously not fully aware of. Representing this data in an abstract way allowed me to creatively interpret my daily choices. For example, using balloons to represent my eating patterns, with colors symbolizing different foods and sizes indicating mealtimes, made it easier to visually understand my habits at a glance.

As a teacher, I would adapt this exercise to help students develop self-awareness and creativity while building data literacy. In class, students could track their habits for a week and then create their own abstract representations of the data. This could foster discussions about behavioral patterns and practice drawing skills.

# data[].attributes.body
Each member of our group was given an individual day. Each of us had to think of how to include the date of every participant in the task. The final project shows an outline of the habits and customs that prevail in our class. However, it does not show the exact details of each participant.

2 stars

The group together came up with a good idea, assigning a day to each participant

Each group showed an original idea and included all group participants in their project.

wish

We could have established beforehand a precise scheme of how to stick our shares, so that it would look better on paper.

# data[].attributes.body
Using Panoform paper to create a VR landscape was more challenging. As Panoform paper allows for a 360-degree view, it changes the way we perceive shapes and distances compared to a flat, single-point perspective drawing. I had to take several tests to make the drawing clearly visible in Panoform and had to imagine the scene from several perspectives.

# data[].attributes.body
I created a landscape with floating geometric shapes such as triangles and squares, making sure that all elements lead back to a single vanishing point. Coloring the landscape added dimension and emphasized the illusion of 3D space. Creating the geometric sculptures and creating the design went well. The challenge was to maintain the proportions of each shape.

# data[].attributes.body
https://edu.cospaces.io/WGS-HLT

2 stars:

- I quickly learned what block-based coding is, how to create animations and how to make transitions properly

- I created an interesting story and scenery in which I coded moving animals, interesting animations and transitions

Wish:

- I could have expanded some scenes more to incorporate more coding

How did the assignment go?

Reflect on the process of programing objects to move, respond and interact in the CoSpace environment using block-based coding.

# data[].attributes.body
2 stars:

Each member of the group presented his idea, after which we decided together how to perform the task

The final project came out interesting, thanks to the commitment of all members

Wish:

We could work together in one computer, so that the final result would be better

Advantages of using CoSpaces in schools:

Promoting creativity and innovative thinking, as iz allows students to design and animate virtual environments,

Group projects in CoSpaces encourage teamwork as students can build and improve collaborative virtual spaces together.

Introduces students to coding (block- or script-based), 3D modeling

Disadvantages :

Some students and teachers may initially find coding tools difficult.

Requires appropriate devices (computers, tablets), strong internet connection

Designing and creating in CoSpaces can take a lot of time, which may not fit into busy teaching schedules.

Presentation to Students:

I would start by presenting an example of a 3D CoSpaces project (such as Halloween). Next, I would let students explore CoSpaces individually or in pairs to familiarize themselves with the tools. Then I would offer assignments where beginners work on basic projects while advanced students incorporate coding and interactivity. Furthermore, I would introduce group projects where each student plays a unique role

# data[].attributes.attachment_link.title
Vídeo sin título ‐ Hecho con Clipchamp (1)

# data[].attributes.body
Initially, we decided to be inspired by the story “Ugly Duckling”. After some thought, we created a funny story about a duck (Farmer) who traveled by tractor. At the end encountering a disgruntled wife. We created our own sounds to more reflect the ridiculousness of the story.

To convey the mood and message, we printed scenery that matched the situation played out in the scenes. We also searched for appropriate characters (Duck, wife duck, tractor) that fit the ridiculousness of the story.

The creation process went positively. Each member of the group had his own task. As the Story deviates from the original version of “Ugly Duckling”, we showed our creativity.

How would you use Stop Montion in the classroom?

When working with children at the beginning, I would present examples of what Stop Montion is based on. Afterwards, I would choose an appropriate topic for the age range, for example (Christmas). I would allow time for experimentation during the process.

Positives:

Encourages students to be creative by inventing their own characters and scenes.

Encourages group work, during which everyone has their own task

Has a positive impact on technological skills, combining art and technology

Disadvantages:

Working with Stop Motion requires access to the Internet and electrical equipment

May be difficult at first for students or teachers who are not familiar with technology

# data[].attributes.body
Reflection on Lesson Implementation

What went well:

Students were very involved in designing their scenes

Students showed creativity and created interesting Christmas scenes

Challenges:

Some students had difficulty debugging the code, e.g. (how to make the door open) which required additional guidance.

Limited time for all students to present their designs.

Student reactions:

Most students showed a positive attitude towards creating scenes, they enjoyed working with technology

Some were initially hesitant about coding, but gained confidence after the exercise.

Evaluation:

2 Stars

We created a good overview presentation for the students.

The whole lesson went well, working with students went successfully

Wish

Allocate more time for peer presentations and coding problem solving.