This week we explored the world of stop motion video https://www.stopmotionstudio.com/, and it was an incredible experience. Using simple equipment such as a laptop, a desk, and props, the children were able to create a complete story with a clear beginning, climax, and ending, which reminded me of the story arc I am exploring in my free inquiry project. The children also added special audio after filming, which significantly enhanced the final product. One observation I took away was that story development was easier when visual props were available. I can see how additional tools, like a tripod to steady shots or special lighting to enhance the set, could have elevated their productions even further. What also struck me was how much this activity exemplified child-led learning, which I facilitated by asking thought-provoking questions, guiding focus, and supporting their decision-making rather than giving direct instruction. For instance, when the story kept expanding beyond the available resources, I simply asked, “How will this story end?” helping the children bring their ideas together.

The children had prior experience with digital tools, such as creating Claymation salmon run videos, which helped them navigate the process smoothly. This type of project could easily extend to global concepts such as environmental awareness, historical events, or exploring cultural perspectives and the role of stop-motion animation in storytelling across cultures. Over several weeks, students could brainstorm, script, and storyboard, then progress to shooting frames and adjusting scenes over three to five days, and finally edit, add sound, and finalize during post-production. I love this idea as a unit plan as the timeline could be adapted depending on project complexity and student grade level. Since it is so diverse, the overall reflection I have is that stop-motion video can be used across the board in Education. LEGO, puppet, or cutout animation are all ideas I hope to explore in the future.