Rollworld and Fragment apps

Circles and Spheres

We used used the starting point of ‘circles and spheres’ to explore practical making through art, sharing useful links and apps as well as considering curriculum planning around this theme that relates to SteAm subjects.

Firstly Helen Caldwell introduced the new Google Community for the group – if you have a gmail address you can join and contribute or if not, you can still have a look at this link

We used the Campaign for Drawing ‘The Big Draw‘ theme for this year – It’s Our World. Rebecca Heaton demonstrated how mark-making, drawing and collage could be combined to create an imaginary skyline and we all worked on this theme to begin with.

After this each participant took a photo of their artwork and we tried some different apps to manipulate the images. Jean Edwards introduced the app ‘Fragment’. This app allows you to open upshapes within the image and manipulate size, orientation and colours. You can see a brief guide to the main features here

Helen Caldwell introduced the app ‘Rollworld’. With this app a photo or image can be ‘rolled up’ in different ways making it seem three dimensional or ‘stereographic’. Sliders can be used to control the various effects or you can experiment randomly to see what happens to the image.

Tracey Sherwood brought along the digital microscope and we looked at images and ‘stuff’ close up – like peering into a hidden tiny world.

some of the images we made

Towards the end of the meeting we shared a googledoc linking Science, Technology,Engineering, the Arts and Mathematics (steAm) to the primary National Curriculum and possible learning activities. Participants shared ideas and we added to the googledoc which can act as a shared resource for all to use. Have a look on the google community for a link to this and feel free to add any further circles and sphere ideas to it.

collaborative imaginary town

By the end of the meeting Rebecca and Tracey had created a collaborative installation using the drawings so that they made an imaginary town. This combination of making and manipulating images in real life’ and digitally provides many opportunities for creativity and learning!


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After the meeting I made this starter activity that could be fun to try:

circle starter activity

Other ideas for you to follow up:

Have a look at these 360 landscapes made with the app Tiny Planets on the iPad Art Room blog:

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And look at these lovely Petri dish spheres by Klari Reis:

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More about Klari Reis here:  A daily dish

You can use this Pinterest board to explore other images inspired by circles and spheres:

Tellagami app

by Hannah Boydon

These Gamis were created to introduce Mayflower to our Spanish partner school as part of an eTwinning project called “Schools 2.0”.

It was done by a colleague, Reena Chandarana, working with both of the Year 3 classes, 3RC and 3PA:

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Both Reena and Ana, the Spanish teacher, are new to eTwinning, so myself and another eTwinning Ambassador, Ruth Sanders, have been working alongside them to support them in their first project. The Project aims are to: encourage the use and development of children competences; develop the European identity and values; get to know children from other European countries; encourage children autonomy, decision making, creativity and appreciation of different cultures and, finally, facilitate communicative experiences and exchanges

The Spanish children were using Voki avatars to introduce themselves and we decided to use Tellagami. The children at Mayflower were familiar with using the iPads, as they had used Comic Life to support literacy work previously. They had never used the App before and were very engaged throughout the process. They had to visit the physical space in school and write a script in pairs to describe it. They then orally rehearsed and edited their description before recording it. They enjoyed designing their Gami and placing it in the scene they had created using the camera in the iPad. Using an Avatar also meant we didn’t have to ask permission from parents for photographs of the children to be used.

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The children were very aware of their audience and were much more focused on producing quality work as they knew it was going to be shared on the TwinSpace. The quality of their recordings improved as they kept re-listening and finding errors or places where they could improve their vocal expression or choice of vocabulary. They would not have been as motivated to take such care or pride in their presentations were it not for the audience for whom they were presenting.


iMovie, Intro Designer, Pic Collage and FancyQR apps

by Boughton Primary School

Class 1: a mixed reception and KS1 class

Film ScreenShot3 Film Screenshot1 Film Screenshot2

Private Link to video

Class 1 created their own superhero film. There were twenty reception and six year one children involved and the topic was Superheroes.

The project was planned to take place over approximately seven sessions, so it could be completed by half term. We worked on the project over six days, working on the project one session per day, so not to overwhelm the children with the filming process.

We began the project by talking about what we know about films, how they are made and who the people are that make them. This led on to a literacy session about storyboarding film ideas. All the children created storyboards featuring their ideas for problems their superheroes could solve. Four ideas were chosen to feature in the film.

The children then created their own superhero characters and costumes.

Four separate narratives were chosen to make the filming process more manageable. The children were split into four superhero teams and were involved in filming for their part of the film.

We had a premiere of the film (complete with popcorn) on the final day of term with Class 2 joining us to watch.

After viewing the film, we had circle time where we discussed the film: what we enjoyed doing and anything we noticed about the film and the way it was created. The children’s voices were transcribed and their voices added to a classroom display about the project.

The classroom display also included a QR code which when scanned, takes the children to a Vimeo account where they can watch the film.

The film was edited by me (Nicola), without the children as we were too short on time, but following the screening of the film all children were invited to take a look at the editing timeline and play around with the editing features. They could also film short clips and practice editing.

The film was filmed and edited entirely on an ipad. The apps we used were:

iMovie, Intro Designer, Pic Collage and FancyQR to create the QR code

Learning Outcomes

The project covered almost all of the EYFS seven areas of learning:


The children could explain their own knowledge about films and story structures. They took account of each other’s ideas and could talk about the character’s feelings in the film and within their own storyboards. They worked together well within their superhero teams, supporting each other during the filming process.

Communication and Language

The children extended their vocabulary by using the film terms they had learnt ‘camera roll’, ‘action’ ‘cut’ etc. They listened and responded to each other’s ideas about the film. They were able to use expression to introduce their superhero characters’ to camera. They responded well to instructions and were able to concentrate on the task.

Physical Development

The children used their bodies in different ways to travel across spaces, as we had been exploring in PE sessions.


The children understand that stories, including film stories have a beginning, a middle and an end. Many of the children used their independent writing skills to add text to their storyboards.

Understanding The World

The children can discuss the difference between a good person and a bad person within the film. They can use ipads to interact with software for film editing and can recognise that ipads have a range of uses.