This thesis is focused on the worthwhile lessons learned while creating a short animated film. The conventional way of teaching related to practice is to have students work on projects and learn from their own experience. This thesis strives to save the reader some of the pain, time, and effort required of this learning style, by presenting the hard learned lessons from this project. An overview of the project is provided, along with a reconstructed time-line. Also, each member of the team recounted their own dilemmas and successes on the project, and proposed potential solutions to problems encountered along the way. The findings are presented in the spirit of a post-mortem analysis, which acts to collect the knowledge obtained by those involved with a project in order to increase productivity for the next time a similar task is attempted. The postmortem approach was found to be effective in identifying, illuminating, and articulating the lessons learned concerning general, practical, team-related and problem solving issues encountered while working on a short animated film.

Spaced Out is about a 16-year-old high school student named Penny, who arrives home from school after a long day. She has astronomy homework that is due, and she is determined to sit down and get it done as fast as possible so that she can have some evening time to herself. This all goes awry when Opal, a dragon who is a manifestation of her ADHD, shows up to distract her. Penny must find a way to finish her assignment, not by ignoring Opal and pretending she isn't there, but by embracing the fact that she is a part of her and using it to her advantage.This short film is an educational fantasy based on my own experiences living with ADHD, and with it I hope to offer others a glimpse into my daily struggles. Many people still believe in harmful stereotypes about ADHD and assume it can manifest in only one way. Spaced Out is my attempt to bring further understanding to this complex mental health challenge.

Submitted by Andrea Pereira (andrea.pereira@unipampa.edu.br) on 2017-02-10T13:01:16Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Marília_RETEXTUALIZAÇÃO DE CURTA-METRAGEM DE ANIMAÇÃO NO ENSINO FUNDAMENTAL DESENHO PEDAGÓGICO PARA A PRODUÇÃO ESCRITA DE CONTOS DE MISTÉRIO .pdf: 10524457 bytes, checksum: 53ca7d58029e1f070ef286ec01288396 (MD5) / Made available in DSpace on 2017-02-10T13:01:16Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Marília_RETEXTUALIZAÇÃO DE CURTA-METRAGEM DE ANIMAÇÃO NO ENSINO FUNDAMENTAL DESENHO PEDAGÓGICO PARA A PRODUÇÃO ESCRITA DE CONTOS DE MISTÉRIO .pdf: 10524457 bytes, checksum: 53ca7d58029e1f070ef286ec01288396 (MD5) Previous issue date: 2016-09-23 / Esta pesquisa foi realizada durante o curso de Mestrado Profissional em Ensino de Línguas, visando a elaboração de um produto pedagógico que será disponibilizado para profissionais da educação, com o intuito de contribuir para o processo de ensino-aprendizagem. Esse trabalho disserta sobre a produção escrita de contos de alunos do Ensino Fundamental através da prática da retextualização de um filme de curta-metragem de animação, dada a importância de investimento pedagógico em atividades que se preocupem com a aprendizagem relativa à produção escrita nas aulas de Língua Portuguesa. Por isso, os objetivos pedagógicos específicos desse trabalho são realizar produções escritas com adequação ao gênero trabalhado; ampliar o uso de recursos linguísticos nas produções escritas; socializar os contos produzidos. Já para a elaboração do produto pedagógico, sua aplicação teve como finalidade avaliar o engajamento de estudantes frente à proposta com filmes de curta-metragem de animação; acompanhar o progresso do desenvolvimento da produção escrita dos alunos ao longo da execução da proposta e redesenhar a proposta didática aplicada, visando ao seu compartilhamento em um site pedagógico voltado para esse fim. Essa proposta é um material de ensino autoral e foi aplicada com alunos de sétimo ano do Ensino Fundamental, em uma escola da rede municipal de Bagé, Rio Grande do Sul, os quais apresentavam baixo rendimento na produção escrita. Depois da aplicação, foram feitos aprimoramentos no material de ensino, pois trata-se de uma pesquisa-ação, conforme conceito de Tripp (2005), em que, além do material pedagógico, a prática do professor-pesquisador também é revisitada. Para falar de retextualização, foi utilizado o conceito de Marcuschi (2010). Quanto aos resultados, pode-se dizer que, durante o acompanhamento do desenvolvimento da produção escrita dos alunos, percebeu-se um progresso satisfatório quanto à adequação ao gênero trabalhado, ampliação do uso de recursos linguísticos na escrita desses alunos e a constatação da socialização dos contos produzidos para além do método de socialização planejado. Além disso, houve engajamento dos alunos frente à proposta e, com base na sua aplicação, foi possível redesenhar o material de ensino desenvolvido para compartilhá-lo em meio virtual. / This research was carried out during Professional Master's Program in Language Teaching, aiming at the elaboration of a pedagogical product which is going to be available to educational professionals in order to contribute to teaching end learning process. This paper descants about short stories writing of Elementary students through an animated short film retextualization practice, according to the significance of a pedagogical investment in activities that concerns the writing learning in Portuguese Language classes. Therefore, this paper specific pedagogical objectives are producing writings that are adequate to the studied genre; enlarge the linguistic resources use in students writings and socialize the short stories produced. For the pedagogical product elaboration, its enforcement aimed at evaluating students engagement towards the animated short films proposal; see the students writing progress along the proposal accomplishment and redesign the applied didactic proposal in order to share it in a pedagogical website with this intent. This proposal is an authorial teaching material and it was applied with elementary seventh grade students, in a municipal web school in Bagé, Rio Grande do Sul that showed low productivity at writing. After the enforcement, some enhancements were made in the teaching material, because it is an action research, according to Tripp's Concept (2005), in which, besides the pedagogical instrument, teacher-as-researcher's practice is also revised. Marcuschi's concept (2010) was used to discuss retextualization. Concerning the results, it is possible to say that during the observation of students writing development it was noticed a satisfactory progress regarding the adequacy to the studied genre, the enlargement of the use of linguistic resources in these students' writing and the finding of socialization of the produced short stories, beyond the planned socialization method. In addition to this, there was student engagement towards the proposal and, base on its application, it was possible to redesign the teaching material developed to be shared in a virtual media. / This research was carried out during Professional Master's Program in Language Teaching, aiming at the elaboration of a pedagogical product which is going to be available to educational professionals in order to contribute to teaching end learning process. This paper descants about short stories writing of Elementary students through an animated short film retextualization practice, according to the significance of a pedagogical investment in activities that concerns the writing learning in Portuguese Language classes. Therefore, this paper specific pedagogical objectives are producing writings that are adequate to the studied genre; enlarge the linguistic resources use in students writings and socialize the short stories produced. For the pedagogical product elaboration, its enforcement aimed at evaluating students engagement towards the animated short films proposal; see the students writing progress along the proposal accomplishment and redesign the applied didactic proposal in order to share it in a pedagogical website with this intent. This proposal is an authorial teaching material and it was applied with elementary seventh grade students, in a municipal web school in Bagé, Rio Grande do Sul that showed low productivity at writing. After the enforcement, some enhancements were made in the teaching material, because it is an action research, according to Tripp's Concept (2005), in which, besides the pedagogical instrument, teacher-as-researcher's practice is also revised. Marcuschi's concept (2010) was used to discuss retextualization. Concerning the results, it is possible to say that during the observation of students writing development it was noticed a satisfactory progress regarding the adequacy to the studied genre, the enlargement of the use of linguistic resources in these students' writing and the finding of socialization of the produced short stories, beyond the planned socialization method. In addition to this, there was student engagement towards the proposal and, base on its application, it was possible to redesign the teaching material developed to be shared in a virtual media.

This study and the accompanying design project explore postmodern identity construction as a nomadic state of being in relation to the shared experience of space. The potential of the relationship between postmodern identity and physical space is explored both theoretically and through practical application. The main theory explored is ‘third space’, with specific reference to the concept of ‘thirdness’ as articulated by American psychoanalyst Jessica Benjamin (in Frosh&Baraitser 2009). This study examines how shared spaces can, through narrative reframed by ontology (Somers 1994), be seen as physical manifestations of the ‘third space’ as envisaged by the likes of Homi K Bhabha (1994) and Edward Soja (1996). The notion of ‘thirdness’ is used to explore the relationship between individuals and shared space. ‘Thirdness’ is also paralleled to Ubuntu. ‘Thirdness’ is investigated as a means to access shared relational spaces that provide an abundance of symbolic narratives that can be gathered and integrated into the self. This study explores how being connected through shared space has the potential to be constructive in identity formation in the wake of unstable postmodern identity. This study uses a design process adapted from Karl Aspelund (2006) as an approach to the research. In the context of this study, design is seen as more than the resulting artefact. It encompasses the thought process, the methods used and steps taken to reach a particular research outcome. This study attempts to form a synthesis between the theoretical research conducted and design praxis in the form of the design outcome. As inspiration for the design action, the design process followed in this research facilitates the exploration of theory that is perhaps unfamiliar to design discourse. The steps in the process allow the refinement of concepts, application of the theory in a practical environment (a paper making workshop) and finally, the visualisation of the theory via the design artefact (an animated short). The medium of animation is selected purposively in order to convey the interpretive narrative derived from the process. The paper produced in the workshop reflects the theory, inspires the narrative of the animation and is used to create the environment and characters of the animation, which, in turn, embody the overarching concepts of the study. Copyright / Dissertation (MA)--University of Pretoria, 2012. / Visual Arts / unrestricted