student collections

10

GIFASTIC EPISODE 14 : FIREFIGHTER

Collaboration by animation students from different schools

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Titles
Arthur Blavier @thevipersnake​​ (ATI)

Line one left
Benjamin Warnitz @benjaminwarnitz​ (GOBELINS)

Line one right
Dorian-Niels Leclair @dorianniels​ (EMCA)

Line two left
Myrtille Pautet @myrtille-pautet

Line two right
Marie de Durat @billandashley​ (MELIES)

Line three left
Agathe Leroux @shliten​ (GOBELINS)

Line three right
Frank Liu @fransword​ (CALARTS)

Line four left
Mathias Demongeot @alpaganimateur

Line four right
Roxane Loisy @roxaneloisy

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Links to te previous episodes : 

Episode 1 : SPACE
Episode 2 : WATER
Episode 3 : SEXY
Episode 4 : HOUSE (part 1)
Episode 4 : HOUSE (part 2)
Episode 5 : MAGIC (part 1)
Episode 5 : MAGIC (part 2)
Episode 6 : JUKEBOX (part 1)
Episode 6 : JUKEBOX (part 2)
Episode 7 : JUNGLE 
Episode 8 : OLYMPIC GAMES
Episode 9 : GANGSTER
Episode 10 : FOOD
Episode 11 : SPACE
Episode 12 : WEIRD STUFF
Episode 13 : MUSHROOMS

Betsy DeVos is cutting Obama’s student loan protections. She also owns a student loan debt collection agency. This is why conservatism is a sham: small, starved government sounds fiscally responsible until you realize that the people doing the gutting are simply looking for the government’s market share.
—  Levi Olson
10

GIFASTIC EPISODE 13 : MUSHROOMS

Collaboration by animation students from different schools

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Titles
Arthur Blavier @thevipersnake​ (ATI)

Line one left
Maxime Jouniot @maximejouniot (Gobelins)

Line one right
Clarissa d’Orival @lamunes (EMCA)

Line two left
Mathias Demongeot @alpaganimateur 

Line two right
Laurine Kotte @kolauri (EMCA)

Line three left
Neil Ingle @000000-art (TAW)

Line three right
Kevin Gemin @k-eke

Line four left
Arthur Blavier @thevipersnake (ATI)

Line four right
Matthieu Fouquet @matthieu-fouquet (EMCA)

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First episode “SPACE” here !
Second episode “WATER” here !
Third episode “SEXY” here !
Fourth episode “HOUSE” part 1 here !
Fourth episode “HOUSE” part 2 here !
Fifth episode “MAGIC” part 1 here !
Fifth episode “MAGIC” part 2 here !
Sixth episode “JUKEBOX” part 1 here !
Sixth episode “JUKEBOX” part 2 here !
Seventh episode “JUNGLE” here !
Eight episode “OLYMPIC GAMES” here !
Ninth episode “GANGSTER” here !
Tenth episode “FOOD” here !
Eleventh episode “SPACE” here !
Twelfth episode “WEIRD STUFF” here !

4

In 2010, Sonia Vallabh watched her mom, Kamni Vallabh, die in a really horrible way.

First, her mom’s memory started to go, then she lost the ability to reason. Sonia says it was like watching someone get unplugged from the world. By the end, it was as if she was stuck between being awake and asleep. She was confused and uncomfortable all the time.

“Even when awake, was she fully or was she really? And when asleep, was she really asleep?” says Sonia.

The smart, warm, artistic Kamni – just 51 years old — was disappearing into profound dementia.

“I think until you’ve seen it, it’s hard to actually imagine what it is for a person to be alive and their body is moving around, but their brain is not there anymore,” says Eric Minikel, Sonia’s husband.

In less than a year, Sonia’s mom died.

An autopsy showed Kamni had died from something rare — a prion disease. Specifically, one called fatal familial insomnia because in some patients it steals the ability to fall asleep.

Basically, certain molecules had started clumping together in Kamni’s brain, killing her brain cells. It was all because of one tiny error in her DNA — an “A” where there was supposed to be a “G,” a single typo in a manuscript of 6 billion letters.

Sonia sent a sample of her own blood to a lab, where a test confirmed she inherited the same mutation. The finding threw the family into grief all over again.

Today, Sonia and her husband live and work in Cambridge, Mass., where they are both doctoral students in the lab of Stuart Schreiber, a Harvard professor of chemistry and chemical biology. Over the past several years, the couple has completely redirected their careers and their lives toward this single goal: to prevent prion disease from ever making Sonia sick.

A Couple’s Quest To Stop A Rare Disease Before It Takes One Of Them

Photos: Kayana Szymczak for NPR

How I broke my 6th Graders Today

Student: “Miss, my little brother in your 4th grader class says you speak seven languages. Is that true?”

Me: “Yes.”

Student: "He says you speak Mongolian. Is that true?”

Me: “Yes.”

Student: “Can you say something”

Me: *explains, in Mongolian, that although I speak Mongolian, being that this is an English school, I am supposed to teach classes in English, so I have to speak English, sorry*

Collective Students: “Wow! Amazing!!!” *cheering*

One student slowly raises hand: “Miss, does that mean that you can…understand us when we speak Mongolian?”

Me: *Slowly leans over desk and puts on an evil grin. Single nod*

All students: *Terrified screaming*

Autistic Hogwarts students
  • Autistic students who are best friends with their pets, owls, cats and frogs.
  • Autistic students who spend all their free time in the library.
  • Autistic students who know spells that can muffle the sounds around them. This could be really useful in the great hall and other crowded places.
  • Autistic students who made a deal with the elves in the kitchen that they get their favourite and sensory safe food and drinks every day.
  • Autistic students who know secret passages and the least popular stairs in Hogwarts to avoid crowds.
  • Autistic students who like to wear the school uniform because they always wear the same and they won’t have to decide what sensory friendly clothing they want to wear each morning.
  • Autistic students who like to communicate with the merpeople by sign language. The merpeople come to the big windows on the far side of the Slytherin common room if they are curious or want to talk.
  • Autistic students who stim by flying on a broom or play quidditch in the heavy equipment.
  • Autistic students who buy their stim toys in a magical fidget shop: Potions which smell like everything you want them to. Blankets that adjust their weight to the needs of the owner. Stim toys which change textures and other things like self-rotating glitter jars, endless bubble wrap, moving pictures for visual stimming. Everything you’d ever imagine.
  • Autistic students who create their own ‘personal space’ inside their wardrobe with an extension charm to relax, recover and be alone.
  •  Autistic students who use the time-turner to visit their favorite classes, again and again.
  • Autistic students who are befriended with the ghosts and portraits because they need no physical contact and have hundreds of years of knowledge to share.
  • Autistic students who have a self-writing quill which makes notes in class.
  • Autistic students who have a magical bracelet or pin which displays the mood and show if they want to communicate or be left alone.
  • Autistic students who have a collection of magical stim toys which can fly, hover, change colours or textures or make sounds.
  • Autistic students who sneak out of their common room at night because they like to wander the empty and quiet halls.
  • Autistic students who invented a light that only shine for them if they want to read and learn all night without waking everyone.
  • Autistic students who made howler which can only be heard by the receiver because they are bothered by the sudden noise every time someone received one.
  • Autistic students who are allowed to visit the greenhouse, potion class, astronomy tower, stables for magical creatures or the quidditch fields if they want to experiment or learn about their special interest.
  • Autistic students who meet other autistics in the room of requirements to train or analyse social situations, talk about their special interests, stimming together, etc.
  • Autistic students who have self-organizing and magically expanding shelves.
  • Autistic students who have an arrangement with the house elves in the kitchen that always food and drinks appear near them when it’s time to eat and they forgot about it.
  • Autistic students who have blankets which can adjust their weight if they want their blankets to be heavier or lighter.
  • Autistic students who go nonverbal have magical cards which can display and verbalise their thoughts if they have to say something.
  • Autistic students who have a special interest in muggle things and interrogate all new muggle-born and half-blood students about it.
  • Autistic students who ‘lock’ their wands, so they can stim with it without setting of spells.
  • Autistic students who learn to cast their spells wandless because they don’t like the feeling of holding a wand or like to flap their hands.
  • Autistic students who are allowed to miss class if they (are about to ) have a meltdown, shutdown or a sensory overload.
  • Autistic students who have enchanted chairs and tables in every classroom which can adjust the brightness of the light, the speech volume of the teacher and other students and the room temperature to make the perfect environment for each student.
  •  Autistic students who have a magical compass which shows them the fastest way to their common room or safe place from every location in Hogwarts if they are going to have a meltdown, shutdown or sensory overload.
  • Autistic students who stay over Christmas in Hogwarts because it’s quieter and less stressful there than at their home.
  • Autistic students who are visited by their families and friends on visiting day at Hogwarts once a month. On every train station and in Kings Cross on platform 9 ¾  a wizard is positioned who cast a temporary spell on the visitors and lead them through the barrier. They will arrive at Hogsmeade where the students can meet them. In special cases, they can stay in Hogsmeade for a few days. After that, the Hogwarts Express will bring them back to the muggle world.
  • Autistic students who manipulate stinkbombs from Zonko’s Joke Shop or Weasleys’ Wizard Wheezes that they smell like their favourite stimmy smell.
  • Autistic students who have a huge collection of chocolate frog cards or rare magical plants.
  • Autistic students who always have a sneakoscope on them, which make an alarming sound when it’s in range of an untrustworthy person, like a poltergeist or bullies. 
  • Autistic students who like to spend their time in the shrieking shack, when everything is too much and they need alone-time. It’s a lonely place because no others students dare to go there.To get there, they use the secret passage under the whomping willow.
  • Autistic students who like to spend their time at the boathouse because it’s quieter there than on the lakeshore.
  • Autistic students who row out onto the great lake to play with the merpeople and the giant squid and feed the squid toast from breakfast.
  • Autistic students who can’t travel in the crowded and noisy Hogwarts Express. Instead, they’re allowed to use brooms, portkeys, floo powder, apparition spells or flying cars or carpets.
  • Autistic students who can’t live in the common room could rent a room in Hogsmeade or stay home. They have to travel every day to Hogwarts and back home.
  • Autistic students who are allowed to travel with floo powder through the fireplaces from one classroom the next to avoid the crowds in the hallways.
  • Autistic students who like to flap and rock while reading about their special interests use flying books or let them fly.
  • Autistic students who like rules, order and organisation  want to be praefect of their house.
  • Autistic students who like the sound of the water in the Slytherin dungeon or the howling wind in the Gryffindor/Ravenclaw tower.
  • Autistic students who have a bad sense of orientation and take a copy of the marauders’s map from the Hogwarts merch shop with them to find the way to their classrooms.
  • Autistic students who visite besides muggle studies the social norm class for muggle and wizard worlds, in which muggle-born, half-bloods and pure-bloods learn about the social life and the daily life with or without magic in the other world.
  • Autistic students who have problems with personal hygiene. Instead of teeth brushing they can chew on a bubble gum made out of the juice of a rare magical plant. And instead of showering they can use potions or charms to stay clean.
  •  Autistic students who got stimming attachments from Olivander’s. They can modify their wands with chewing bits or little attached fidget toys or transparent parts with shiny liquid in it, like a glitter jar.
  • Autistic students who have magical contact lenses which can adjust the light level of every environment after the users needs.
  • Autistic students who teach themselves Parseltongue because they see it as a new challenge and a special way to make friends with animals
  • Send me your Ideas!
  • to be continued
10

FOOD

Gifastic Episode 10

Collaboration by animation students from different schools

In this episode :

Marie de Durat @billandashley (Méliès)
Agathe Leroux @shliten (Gobelins)
Neil Ingle @000000-art (Animation Workshop)
Matthieu Fouquet @matthieu-fouquet (EMCA)
Arthur Blavier @thevipersnake (ATI)
Mathias Demongeot @alpaganimateur
Myrtille Pautet @myrtille-pautet (ESAAT)
Clarissa d’Orival @lamunes (EMCA)
Marcia Laforce @sarcasmoholic (LTAM)

Theme : FOOD
Colors : Black #000000, Beige #c57e7f, Yellow #fbefd5, Orange #c17e56

Titles:
Marie de Durat @billandashley

TOP:
Left: Mathias Demongeot @alpaganimateur
Right: Myrtille Pautet @myrtille-pautet

SECOND LINE:

Left: Arthur Blavier @thevipersnake
Right: Agathe Leroux @shliten

THIRD LINE:
Left: Clarissa d’Orival @lamunes
Right: Matthieu Fouquet @matthieu-fouquet

BOTTOM:
Left: Marcia Laforce @sarcasmoholic
Right: Neil Ingle @000000-art

______________________________

First episode “SPACE” here !
Second episode “WATER” here !

Third episode “SEXY” here !
Fourth episode “HOUSE” part 1 here !
Fourth episode “HOUSE” part 2 here !
Fifth episode “MAGIC” part 1 here !
Fifth episode “MAGIC” part 2 here !
Sixth episode “JUKEBOX” part 1 here !
Sixth episode “JUKEBOX” part 2 here !
Seventh episode “JUNGLE” here !
Eight episode “OLYMPIC GAMES” here !
Ninth episode “GANGSTER” here !

I can tell you right here and now why Hogwarts don’t use pencils and instead use freaking quills (the worst writing implement I’ve ever held in my hand) and it’s all because of this British school bullroar called “brand image”

The reason we have uniform, out side of trying to avoid class privelage, is that we use our students as human billboards advertising our schools.

But schools don’t just sell an image. They also sell a mythology. Schools put loads of effort into cultivating a history for themselves. You end up with things like photos of trees framed on the wall. Trees! Sometimes as students you’re collectively required to do things which make no sense. I remember in primary school the ENTIRE school had to learn and perform an entire song and dance, and then perform it, in front of nobody. But that event can then be part of the school mythology and used to sell the brand image.

Hogwarts is a school of witcraft and wizardry. And God damn it, the teachers will force you to LARP as witches and wizards to the maximum if it will reinforce their brand image and make sure wizarding families dont start getting thoughts about Durmstrang.