Within the area of games and animation, I have chosen to discuss the element 3D CGI animations and games that have and continue to influence the instruction of English learning. It is critical to understand that learning a language encompasses many levels of skill and the effectiveness of a 3D CGI environment provides deeper levels of cognitive awareness. The ESOL (English as a Second Language) field of instruction is beginning to utilize games and animation to capture the language and make the knowledge all the more “real” to the learner. In order for the field of ESOL to truly understand and use animation and games within its pedagogical contexts, the instructors must understand how animation works.
A solid place to begin is with the history of animation, as described within the Moving Innovation: A History of Computer Animation by Tom Sito, which provides some clear insights into the intricate development of computer graphics (CG). The author discusses the many technologies and techniques that have develop over the course of some thirty years or so. In the review of this book by C. Carter, the example of Toy Story is used as one of the first major animations that brought a generation into the concept of 3D CG animated feature films. (Carter, C., 2014)
Moreover, it would behooves ESOL educators to understand the origin of visual effects within animation and how they influence the learner. Within, Digital Visual Effects in Cinema: The Seduction of Reality, P. Floquet provides an in-depth review that considers the portions of this book regarding Acting and Animation. This is particularly of interest within the instruction of ESOL, however, you may ask why? When instructing another language a great deal of role-play is necessary and with that the ability to act-out experiences to convey the meaning of the words and/or the idea of what is being said is necessary. Digital Visual Effects in Cinema: The Seduction of Reality, portrays the idea that animation has a place in the art of performance. Examples of role-play are clearly used in 3D CGI animated feature films, such as, Wall-E and Ratatouille to name just a few.(Floquet, P., 2014) This same connection can be realized within the world of Second Life and other VLEs. Although the use of ESOL/ESL Instruction is growing in leaps and bounds within VLEs, I was drawn to a particular example of an actual ESOL lesson within Second Life by another ESOL Instructor, Natalie Nussli. She digitally captured the uses of a 3D CG environment and the valid English lesson taking place within it. As you can see within the YouTube video link, https://youtu.be/o39foqkfLCw. (Nussli, Natalie, 2013)
Furthermore, instruction and use of games and animation within ESOL/ESL environment provides incredible connectivity between the learners, instructors and the new technologies that creating these explosive learning experiences have. E. Herhuth takes us deeper within the book review of Animating Space: From Mickey to WALL-E, describing the author’s idea of the continual negotiation between depth and flatness, realism and fantasy within the 3D CG worlds. An example of this is seen within The Incredibles (2004), the characters are depicted as a superhero family that must hold-back their true identities in society. However, when there is the presence of a real malevolent, they work as a team to fully exercise these powers against this foe. Within ESOL/ESL, one of the major areas of instruction is centered on the connection to humanity and to each of the learner’s personal experiences to the world around them. It can be said that the example The Incredibles lends itself to explain this very concept within the world of animation and possible socio-personal connections as well. (Herhuth, E., 2013)
Conclusively, as an ESOL/ESL Instructor for many years, I see a great need to incorporate, create and possibly produce 3D CG animations and games for my learners. Some examples of software packages that would be greatly beneficial to this endeavor are, Reillusion software, which includes CrazyTalk Animator Pro, Audodesk, the company owning Maya, AutoCad, and 3DS Max. Future consideration for my Kitely world and final project within ESC MALET could well incorporate some simple animations and games. An example of an ESOL Website that I find very effective is, Brainpop.com. This website allows learners, primarily K-12 ages (although it can be used for adult learners) to integrate English studies within a game-like environment. Max. Avraham Kadar, M.D., an immunologist and pediatrician, created BrainPop in 1999, his idea was to explain medical concepts to his young patients using animation. BrainPop has a team of educators, animators, and writers that produce and frequently update the site. (Brainpop.com., 2015) The future for ESOL/ESL 3D CG games and animations is limitless. Already, through my short-lived experience in Kitely with my ESOL Learners, I have seen that they are indeed ready for more adventures that incorporate greater uses of this technology!
References:
Brainpop.com. (2015). ESOL Animated Games for Learning. Retrieved from https://esl.brainpop.com/
Carter, C. (2014). Book review: Moving Innovation: A History of Computer Animation. Animation, 9(3), 358–361. doi:10.1177/1746847714546254
Floquet, P. (2014). Book review: Digital Visual Effects in Cinema: The Seduction of Reality. Animation, 9(3), 352–355. doi:10.1177/1746847714546252
Herhuth, E. (2013). Book review: Animating Space: From Mickey to WALL-E. Animation, 8(3), 311–314. doi:10.1177/1746847713501831
Nussli, Natalie. (Sept. 25, 2013). Demo Video Second Life ESL: Lesson Plan 1_Plural noun –s. Retrieved from https://youtu.be/o39foqkfLCw
A solid place to begin is with the history of animation, as described within the Moving Innovation: A History of Computer Animation by Tom Sito, which provides some clear insights into the intricate development of computer graphics (CG). The author discusses the many technologies and techniques that have develop over the course of some thirty years or so. In the review of this book by C. Carter, the example of Toy Story is used as one of the first major animations that brought a generation into the concept of 3D CG animated feature films. (Carter, C., 2014)
Moreover, it would behooves ESOL educators to understand the origin of visual effects within animation and how they influence the learner. Within, Digital Visual Effects in Cinema: The Seduction of Reality, P. Floquet provides an in-depth review that considers the portions of this book regarding Acting and Animation. This is particularly of interest within the instruction of ESOL, however, you may ask why? When instructing another language a great deal of role-play is necessary and with that the ability to act-out experiences to convey the meaning of the words and/or the idea of what is being said is necessary. Digital Visual Effects in Cinema: The Seduction of Reality, portrays the idea that animation has a place in the art of performance. Examples of role-play are clearly used in 3D CGI animated feature films, such as, Wall-E and Ratatouille to name just a few.(Floquet, P., 2014) This same connection can be realized within the world of Second Life and other VLEs. Although the use of ESOL/ESL Instruction is growing in leaps and bounds within VLEs, I was drawn to a particular example of an actual ESOL lesson within Second Life by another ESOL Instructor, Natalie Nussli. She digitally captured the uses of a 3D CG environment and the valid English lesson taking place within it. As you can see within the YouTube video link, https://youtu.be/o39foqkfLCw. (Nussli, Natalie, 2013)
Furthermore, instruction and use of games and animation within ESOL/ESL environment provides incredible connectivity between the learners, instructors and the new technologies that creating these explosive learning experiences have. E. Herhuth takes us deeper within the book review of Animating Space: From Mickey to WALL-E, describing the author’s idea of the continual negotiation between depth and flatness, realism and fantasy within the 3D CG worlds. An example of this is seen within The Incredibles (2004), the characters are depicted as a superhero family that must hold-back their true identities in society. However, when there is the presence of a real malevolent, they work as a team to fully exercise these powers against this foe. Within ESOL/ESL, one of the major areas of instruction is centered on the connection to humanity and to each of the learner’s personal experiences to the world around them. It can be said that the example The Incredibles lends itself to explain this very concept within the world of animation and possible socio-personal connections as well. (Herhuth, E., 2013)
Conclusively, as an ESOL/ESL Instructor for many years, I see a great need to incorporate, create and possibly produce 3D CG animations and games for my learners. Some examples of software packages that would be greatly beneficial to this endeavor are, Reillusion software, which includes CrazyTalk Animator Pro, Audodesk, the company owning Maya, AutoCad, and 3DS Max. Future consideration for my Kitely world and final project within ESC MALET could well incorporate some simple animations and games. An example of an ESOL Website that I find very effective is, Brainpop.com. This website allows learners, primarily K-12 ages (although it can be used for adult learners) to integrate English studies within a game-like environment. Max. Avraham Kadar, M.D., an immunologist and pediatrician, created BrainPop in 1999, his idea was to explain medical concepts to his young patients using animation. BrainPop has a team of educators, animators, and writers that produce and frequently update the site. (Brainpop.com., 2015) The future for ESOL/ESL 3D CG games and animations is limitless. Already, through my short-lived experience in Kitely with my ESOL Learners, I have seen that they are indeed ready for more adventures that incorporate greater uses of this technology!
References:
Brainpop.com. (2015). ESOL Animated Games for Learning. Retrieved from https://esl.brainpop.com/
Carter, C. (2014). Book review: Moving Innovation: A History of Computer Animation. Animation, 9(3), 358–361. doi:10.1177/1746847714546254
Floquet, P. (2014). Book review: Digital Visual Effects in Cinema: The Seduction of Reality. Animation, 9(3), 352–355. doi:10.1177/1746847714546252
Herhuth, E. (2013). Book review: Animating Space: From Mickey to WALL-E. Animation, 8(3), 311–314. doi:10.1177/1746847713501831
Nussli, Natalie. (Sept. 25, 2013). Demo Video Second Life ESL: Lesson Plan 1_Plural noun –s. Retrieved from https://youtu.be/o39foqkfLCw