The problems of representation (of a moving object as well as the repetition involved in drawing an animation) were as mysterious for me as for the children in the group. We all felt we knew what to do, but then our animations didn't really work.
In Reggio they speak about how the teacher has 'extra pockets' in which to keep information that may be needed during an inquiry. I needed some new information and techniques for this one.
So, we made an appointment with a film-maker parent to come in and advise us, and we began a drawing group to practice drawing moving objects. This seemed like a good place to start.
These initial drawings of a model show the children's thinking about a body in motion. They indicate with lines or spirals the direction of movement. Above, you can see Dacy's purple lines showing head and arms moving, and she has captured the tilt of the body as well. In the first drawing below, Stella was spinning slowly on the table, and Ruby shows that along with the sound S. made as she tipped slightly. In the second drawing, lines indicate that Ainsley's arms were moving . In the third illustration Sam shows Elizabeth balancing on one foot.