Glasgow School of Art, Anderson's and Logie Primary Schools collaborate on digital projects
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THREE “schools” have collaborated on a digital pilot project.
Anderson’s Primary and Logie Primary pupils have been working with experts from Glasgow School of Art (GSA) on a pilot project aimed at unlocking digital creativity.
Professor Steve Love, who has been leading the programme for GSA, confirmed teachers, pupils and researchers from the School of Simulation and Visualisation co-designed two projects for the young people to work on.
He said: “As well as being a driver of economic growth, there is increasing evidence that by developing creativity and creative thinking, young people can not only improve in all academic disciplines, but become more confident, and have the skills to thrive in the world of work and in broader society.
“It’s been a pleasure to work with the teachers and pupils in Forres. We learned a lot from the collaboration.”
One project, Covid and Me, involved the pupils developing a digital output describing what life has been like for them during the pandemic. The other, My cultural heritage, encouraged pupils to develop a digital output describing local heritage or cultural places of interest.
Anderson’s pupils focused on cultural heritage, creating a short film about the significance of witches in the history in Forres. They created a stop motion animation exploring heritage, mythology, and legacy – story-telling about dragon weathervane coming to life. They also built a cabinet of curiosity and other outputs.
Mrs Jen Dawson’s P6 class were very keen to get involved.
She said: “Pupils had the autonomy to shape the project, set goals and learn new skills. Digital creativity and the processes involved equip the children with transferable skills. This dynamic project provides children with opportunities for growth, as well as to be an integral part of the curriculum design for the future of digital creativity in primary schools.”
Logie pupils focused on Covid, filming videos to highlight what their lockdown was like. They created a powerpoint on the issue, featuring drawings and watercolours of last summer’s camping trips. Models were made to animate playing in bedrooms. They created a clay animation of a rollercoaster carriage to highlight emotions experienced over the past year. Pupils also used Scratch to animate snakes going to the moon during quarantine, and used iMovie/Windows Movie Maker to edit a film about walks and playing with siblings during lockdown.
Following the successful pilot, the initiative will be further developed through an outline programme specification to include nursery and secondary schools.
