The paper provides an overview of a project creating stop motion animated short film with fourth grade students of primary school and detailed project preparation, method of implementation and the result obtained. The project was designed and implemented with the aim of motivating students for the media culture lessons, making content in class of Croatian language better and exploring possibilities of using technology in the classroom. As a form of integrated teaching this project allows students experiential learning with opportunity to participate in planning, organising learning which provides experience and forming answers to a particular situation. This differs from a traditional view which puts a teacher in the center. The role of a teacher in project teaching is to be the leader, organizer of situations in which students take more responsibility for the results of learning, and to make it happen the teacher has to manage well-developed organizational skills. Students encounter the term film, precisely animated film, before going to school. However, before school they think of it as something fun and relaxing. This changes when they encounter media culture lessons where they are trained to watch, perceive and interpret film work, adopt basic movie terms, develop creative thinking and ability to monitor and evaluate selected film works. Adopting the terms and bringing the world of film closer to students is possible by making stop-motion short film. Students who participated in this project experienced how to enjoy the film not only by watching it, but also by creating it. The implementation of the project showed that the use of technology in teaching and the experience of a different vision of teaching, from the traditional one, are highly motivated for students. According to the analysis of the students self-assessment based on project work they expressed satisfaction with the results of the project and critically evaluated common work and cooperation with other students. In their responses, students listed many different acquired knowledge and skills for which they consider to have been adopted by the project, what indicates the number of filled educational goals and tasks of the project.