Opening (10 minutes)
Student led welcome and context. Attendees watch a featured short film created by children and hear how students designed, animated, and narrated their own fables. The session invites participants to see how curiosity and creativity can transform early learning through student voice and digital storytelling.
Exploration (20 minutes)
Participants rotate through student-led stations:
iPads showcasing the stop-motion films.
“Making-of” table with storyboards, clay characters, and recycled materials.
Conversation space where students explain creative and technical choices.
Attendees are encouraged to ask questions, capture ideas, and reflect on how this model can be adapted to their own classrooms.
Closing (10 minutes)
Group reflection on the power of student voice and agency through art, technology, and storytelling. Attendees receive a QR code linking to a digital toolkit with adaptable materials, scripts, and classroom strategies.
Engagement strategies:
Student led interaction, peer discussion, and collaborative reflection inspire educators to view learners not just as students, but as creators, storytellers, and change agents.
- Participants will understand how stop motion can be used as a teaching strategy to integrate language, art, and technology.
- They will identify practical ways to promote student autonomy and creativity through audiovisual projects.
- They will learn to design inclusive experiences that value natural heritage and foster collaboration.
- They will receive adaptable resources, templates, and digital tools to replicate stop motion projects in their classrooms.
Aesop. (2012). The Fables of Aesop. Editorial JG.
ISBN 9942116370 / 9789942116376. A timeless collection of moral tales that supports ethical reflection, imagination, and narrative structure in early literacy and creative storytelling.
Sun, K.-T., Wang, C.-H., & Liu, M.-C. (2017). Stop-Motion to Foster Digital Literacy in Elementary School. Comunicar, 25(50), 95–104. https://www.redalyc.org/pdf/158/15850360009.pdf
Demonstrates how stop-motion animation enhances digital literacy, collaboration, and creativity among young learners, aligning closely with ISTE Standards 6b and 7a.
Grant, D. (2013). Stop-Motion Animation: Digital Storytelling in the Classroom.
ETFO Voice. https://etfovoice.ca/sites/default/files/wp-content/uploads/2013/12/Stop-Motion-Animation_Digital-Storytelling-in-the-Classroom_0.pdf
Explores how stop-motion supports literacy, imagination, and communication skills, fostering student agency through creative digital media.
Chilean National Curriculum (Ministerio de Educación de Chile).
This project aligns with national learning goals for 2nd grade:
Language and Communication: Reading and comprehension of fables (OA 4), creative script writing (OA 14), and oral-visual communication (OA 27).
Visual Arts: Creation of artworks based on local fauna and use of varied materials (OA 1).
Natural Sciences: Recognition of native animals and appreciation of biodiversity (OA 3).
https://www.curriculumnacional.cl/
Canva visual design by Paulina Donaire/Nadia Manzano, created as part of the classroom project: https://www.canva.com/design/DAGNvWfQDoA/Jzco6JcF6XnfJPG908p93A/view?utm_content=DAGNvWfQDoA&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h7467987f67
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