Morphing & Molding

Clay is a classic medium for stop-motion animation.  It was first used for a dream sequence in 1908’s films, The Sculptor’s Nightmare and the Sculptor’s Welsh Rarebit Dream.  Clay’s malleable nature allows it to become literally anything that can be imagined.

Returning students who previously attended Mixed Media Animation already had some experience morphing clay, but this term we took it to a new level.  We focused not just on the act of morphing from a ball to an object, but actually making a ball of clay appear to be alive.   Many of the students incorporated morphing into their later, character based, animations.


We also explored how Aardman Studios creates characters with personality, then made our own quirky characters and props.  It is important to include small, subtle movements unrelated to the main action taking place on screen.  An eye roll or blink can really convince the viewer that a clay character is alive.

For our final projects, we tried something new.  Each student chose a short, Creative Commons licensed, song to animate a music video for.  Students used storyboards to plan out their animations, then they spent the last three weeks making their ideas into reality.

Watch the whole show below:

Next term we are returning to programming on Wednesday nights with Web Builders.  Youth ages 11 – 14 will learn how to code and design their own webpages using HTML, CSS, and Mozilla Thimble.  Registration is now open:


LEGO Creations

Wow, what a term!  I have watched these young ones grow immensely in just eight short weeks.   They have grown into amazing animators and learned life-skills that will hopefully follow them wherever they go.




A huge obstacle they over-came early on was learning how to problem solve in order to sort out disputes, the most popular of which was “But I wanted that LEGO piece!”  They quickly learned that they could work together and share pieces so everyone got what they wanted and no stories were compromised.


They also learned how to set up the animation stations and began to set up as soon as they arrived without any prompting from me. This requires putting everything in exactly the right place, opening up the correct programme, creating a new project file, and making sure the camera lines up correctly with their sets.  Older children sometimes have problems with this process, but these young animators accomplished the task with ease.




Seeing their customised mini-figures was by far the coolest part of the class and I think they enjoyed creating them as well.  We saw a wide range of characters from superheroes and scary grannies, to anthropomorphised farts.  Knowing how to customise mini-figures allows animators to create stories outside of anything anyone else could have ever imagined.



The kids also added a bit of trickery into their films.  By switching out LEGO heads they were able to create the illusion that their characters had emotions and were reacting to whatever drama was unfolding on screen.  This illusion was completed with the addition of sound effects placed at the exactly right moment.


This group clearly pushed the bounds of what is possible and let their imaginations flow, but don’t take my word for it:


Girl Power!

With the popularity of Game Design Adventures we decided to develop Girl Powered Programming, a girl-focused course that contains more artistic opportunities for character creation and a special focus on awesome female programmers.

The girls learned about video game programmers from the very first programmer in the 1800’s all the way up to present day.    Ada Lovelace really caught their attention, they loved that she was both a countess and a programmer.   One of these spotlights even spawned discussion about what makes a game a boy game vs a girl game.  At first everyone said girl games are pink and princesses, but the more they talked many of them said they didn’t actually like those things, but they did like some things that had been suggested for “boy” games (guns, motorbikes, and Star Wars were a few of their suggestions).    There was even talk about creating a game where you could play as a heroic knight saving a princess in distress or a heroic princess saving a knight in distress.   In the end, these clever young ladies decided maybe girly things are just anything a girl happens to like!



When asked what they liked most about the class the girls unanimously said they enjoyed making games and beta-testing other people’s games.   The creation of unique sprites and backgrounds was a huge draw for them as well.   Throughout the eight weeks they learned how to make sprites move, use variables to create scores, and how to place objects exactly where you want them using x,y coordinates.


I can’t wait to see what these ladies will dream up for us next!  In the meantime, all of their games are available to play and download online at our classroom’s Scratch Studio.



If you missed this instance of Girl Powered Programming never fear, we will be back in Term 3 at Rata Studios.

Master Builders

Weta isn’t the only animation powerhouse on the peninsula.  Twenty-four master builders spent the term animating at Rata Studios this term.  They used their skills to build fantastic sets and create amusing stories using LEGO bricks.


Though the medium of LEGO is relatively new, stop motion animation is nearly as old as filmmaking itself.  The technique requires animators to take many photos, with minimal changes in action between each one.  Though students spent three to four sessions perfecting their final animations, the longest one was only a minute long.   Just imagine how many days and months it must take to create a feature length animation!  The art form certainly takes dedication.

Students certainly learned patience as well as teamwork.  It takes both an animator and someone on the computer watching what is happening in real-time and capturing photos to make an animation great.

Next term the animation adventure at Rata Studios continues with Clay Animation.

Leveling Up!

Game Design Adventures students Leveled Up this term with more coding, more interactivity, and more teamwork! Hunter was most surprised at how he could use web cameras to add an element of interactivity to his Scratch games.


Working together to de-bug code

Once they learned how to create interactive games and quiz games, use clones, and other cool skills students paired up to develop a series of games that used similar elements and artwork. This involved creating a background story for each group.

Pac Man

Giant Pac-Man takes over the city.
Luka’s Animation Intro
Ben’s Space Invaders vs Pac Man
Hunter’s Boss Battle

Spy Game

Shadow the evil agents are trying to take all the food away.  Shine has to stop them before it is too late!
Eva’s Code Breaker
Connor’s Dark Alley Donuts


Testing Processing code

Nearly everyone’s favourite part of the course was Processing, a text-based coding language based on the popular Java. The last two classes we programmed a drawing application that enables the user to colour with their mouse (or finger on a touch-screen) and save their artwork to a jpg.

They really enjoyed Processing because “it’s fun to work it out and not just let the teacher tell you (what to do).” On the first Processing session Luka figured out a variable for randomizing colours and explained it to the rest of the class.  When trying to replicate his instructions, Connor accidentally put random on the shape of his rectangle. When he tried to play his game he quickly realised that the the values he made random must control the x and y positions of the shape based upon the way they moved.  Though the application looks different skills and concepts learnt in Scratch transferred over to text-based coding.

We will be back in Term 4 with Recycled Robots, until then students who have not yet taken an introductory code class or want to brush up on their skills can enrol in Girl Powered Programming at Rata Studios.

Space Gardens

The Space Place is looking a whole lot greener after the Space Garden holiday programme!  Student’s discovered the challenges and successes astronauts have encountered growing plants on the International Space Station.  Then they created their own terrariums to take home.

A terrariums is a closed, self-watering Exif_JPEG_420ecosystem, but that doesn’t mean you can stop caring for your plant.   It needs to be kept out of direct sunlight and observed on a regular basis to make sure it’s not too dry or too moist.

The astronauts on the International Space Station also learned that they couldn’t just automate the care of their plants.  They needed to observe the growth of their plants and adjust the moisture and sunlight accordingly to keep their plants happy and healthy.   Students can use this observation log or make one of their own to record any changes in their plants.

Once gardens were planted we took a trip down to the Begonia House which is just like a giant terrarium.   Botanical Garden staff showed us heaps of cool plants, from banana trees, to flowers that look like black-bats, and air plants that live in trees, not soil.   We even got to sniff a carnivorous plant that smelled like dirty socks!

Subscribe to the MakerBox newsletter or follow the Space Place on Facebook to get updates on our next holiday programme at the Space Place.  In July we will have kids looking to the stars as they create their own light-up constellations.


Adventuring Forth

Living in this increasingly digital world we all benefit from programming every day, often without noticing.  Whether we are playing a video game or paying a bill with online banking, code is all around us.  Knowing how to code can allow a person to unleash their creativity as they create new worlds and imagine a better one for us all.


Creative controllers with bananas and the MaKey MaKey

Students in Game Design Adventures this term did just that by creating unique video games using Scratch, a visual programming language.   Programming incorporates many maths and logic concepts and our students learned heaps, from the real world application of variables, to placing objects using X&Y coordinates, and using operators such as less than and greater than.

Programming also requires quite a bit of creative problem solving.  Though are many ways to achieve the same result, there are other times when nothing seems to work.  Far more important than knowing the correct answer is knowing how to troubleshoot to find answers when you’re stuck.


Helping each other with tricky code

Mistakes will happen, it’s inevitable, but student’s learned to first take a deep breath and look over their work, then ask a friend for help.  By adding more minds to the problem, they could often figure out the answer together without adult intervention.  The final step is to ask the teacher for a hand.  There were some real stars in this course who would offer up advice when a classmate became stuck, carefully describing the steps as the person they were helping manipulated the code.  We are all teachers here.

But don’t just take my word for it, not only can you play the games created in class, you can also click “See Inside” on any of the projects to see the code that makes it work.   View all of our games at our Scratch studio.


If your child has ever taken Game Design Adventures, Intro to Video Game Programming, or is in Year 6 or Year 7 at Scots College they can enrol in Game Design: Level Up for Term 2.

We are also offering Girl Powered Programming, a new programming course that focuses on powerful female programmers as students learn coding basics with Scratch.