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What’s My Story  Using Drama & Technology For Storytelling (Ihci 2008)
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What’s My Story Using Drama & Technology For Storytelling (Ihci 2008)



Presentation on digital storytelling in the EFL classroom from Tegucigalapa conference, May 2008

Presentation on digital storytelling in the EFL classroom from Tegucigalapa conference, May 2008



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  • My experience in Colombia: upper-intermediate level students Brainstorming in class: my past, present, and future w/graphic organizer and sharing with peers Putting life map into powerpoint Creating videos explaining life map Uploading videos to CMS Sharing and commenting http://ylang-ylang.uninorte.edu.co/InglesVII/

What’s My Story  Using Drama & Technology For Storytelling (Ihci 2008) What’s My Story Using Drama & Technology For Storytelling (Ihci 2008) Presentation Transcript

  • Using Drama & Technology for Storytelling What’s My Story?
    • Oral Storytelling + Technical Tools
    • =
    • Personal Tales with
    • Images , Music , Sound , and Your Voice
    • Primarily a visual story but might also use:
      • First person narrative
      • Previously recorded audio
      • Text slides
      • Interviews
      • Still pictures
    • Graphics, icons, symbols
    • Pictures from the web and clip art
    • Video clips
    • Music and sound effects
    • Transitions
    • Point of View
    • Dramatic Question
    • Emotional Content
    • Gift of Student’s Voice
    • Power of the Soundtrack
    • Economy
    • Pacing
    Source: Center for Digital Storytelling, http://www.storycenter.org/memvoice/pages/tutorial_1.html
    • For Teachers
      • Appeal to the diverse learning styles of the students by using Digital Storytelling as a presentation media
      • Generate interest, attention and motivation for the "digital generation" in our classrooms.
      • Capitalize on the creative talents of your own students as they begin to research and tell stories of their own.
      • Publish student work on the Internet for viewing and critiquing by others.
    • For Students
      • Learn to use the Internet to research rich, deep content while analyzing and synthesizing a wide range of content.
      • Develop communications skills by learning to ask questions, express opinions, construct narratives and write for an audience.
      • Increase computer skills using software that combines a variety of multimedia  including: text, still images, audio, video and web publishing.
    • Students create narration using past, present, and future tenses
    • Students develop story telling techniques: transitional language, organization, storyboarding
    • Students do peer editing and revision
    • Students work individually and in teams to develop narration for their digital stories
    • Start with a good story
    • Write a script or outline
    • Plan and Storyboard
    • Think of visuals and music
    • Find the visuals or take the pictures and edit
    • Add titles, graphics, and effects
    • Record narration
    • Match visuals with audio and music
    • Produce, revise, present, and distribute
  • 1. Start with a Good Story
    • Elements of a good story
      • Beginning
      • Problem
      • Changes
      • Solution
      • End
    • A point
    • Action
    • Drama
    • Emotion
    • Character stories
    • Memorial stories
    • Stories about events in our lives
    • Adventure stories
    • Accomplishment stories
    • Stories about places in our lives
    • Stories about what we do
    • Recovery stories
    • Love stories –discovery stories
    • Narrative Personal Expression Myths/folk tales Short story Oral Histories
    • Information / Expository Summary Reports Book reports How-to directions Biographies Advertisements
    • Persuasive Describe/conclude Analyze/conclude Analyze/persuade Compare/contrast Cause/effect
    • What am I going to say?
    • How will I sequence my story?
    • Planning or "storyboarding" a digital story is essential
      • Write (type) a short script of your digital story.
      • Time it. You want to create a 2-3 minute digital story, so choose words carefully!
      • Print your script, and indicate where new photos should be shown. Indicate approximately how many seconds each image should be displayed next to the text on your script.
    • Once upon a time.... Every day... But one day... Because of that... Because of that... Because of that... Until finally... Ever since then... The moral of the story is..
    Source: http://www.scholastic.com
    • Are there any video clips that I can record or include?
    • What music reflects the mood of my story?
      • What can I use legally?
    • Word processing software
    • Photo-Editing and Drawing program
    • Production software: PowerPoint, iMovie, Movie Maker, Photo Story
    • Other optional tools such as a digital camera, printer, and microphone
    • Sound Editing Software
      • Audacity
    • Online story web sites
      • Bubbleshare
      • VoiceThread
    • Find the visuals or take the pictures and edit
      • Where can I find images?
      • What images would I like to include?
    • Online search engines
    • Google Image Search
    • Flickr
    • A 2-3 minute digital story should use no more than 20-25 images.
      • To save images from an Internet website to your computer:
      • Make a new folder on your desktop and name it something like "story images" (right click on the desktop and choose NEW - FOLDER)
      • On a webpage displaying an image you want to view, right click the image and choose SAVE PICTURE AS.
      • Navigate to the desktop and into the folder you created in step 1.
      • Change the name of the image to something you can recognize (if desired.)
      • Save the image
      • Repeat steps 2-5 for additional images.
    • Add visual media to the narrative
      • Students add pictures, scanned images, etc. to support the narrative
      • Arrange images and video in timeline
    • Add titles
      • Students add opening title information, and maybe other titles (or subtitles) that appear during the story
    • MovieMaker includes many transitions and effects, from common transitions like fading in and out, to bold effects, like making words swirl on the screen
    • Match visuals with audio narration and music
    • Produce, revise, present, and distribute
    • Match visuals with audio and music
    • Add transitions and effects
      • MovieMaker includes many transitions and effects, from common transitions like fading in and out, to bold effects, like making words swirl on the screen
    • Export the final file
      • Students need to create a movie file that can be seen independently of the software they used to create it
    • Burn a DVD for distribution
    • Showing in-class, in-school, in-community
    • Web-casting, web-streaming
    • Peer review of drafts and final
    • Rubrics allow for complex information to be gathered based on needs of students
    • Language learning or technology for the sake of technology
    • Technical problems
    • Becomes competitive
    • Activity is not necessarily achievement
    • Measurable
    • Tied to objectives
    • Privacy and appropriateness issues
    • Copyright violations
    Source: Dr. Arnie Abrams, http://www.arnieabrams.net
    • http://www2.scholastic.com/browse/article.jsp?id=3748759
    • http://faculty.lagcc.cuny.edu/eiannotti/7.1/#1
    • http://faculty.lagcc.cuny.edu/eiannotti/
    • http://www.digitalstories.org/
    • http://www.lagcc.cuny.edu/ctl/dstory/
    • Familiarize yourself with the technology before starting
    • Group students to make a story together
    • Keep narrations short and limit the number of pictures. Reading one page of narration for 10 pictures is equal to about 2 minutes-
      • Stories longer than 2-3 minutes may be too long
    • Work with your students in a computer classroom at least once a week
    • Have students critique your demo story
    • Use audio software that allows for editing to create sound files
    • Create a backup file for student work at the end of each class
    • Digitales: The Art of Digital Storytelling
      • http://www.digitales.us
    • Telling Stories: Using Drama & Multimedia with ESL Students
      • http://www.prel.org/eslstrategies/multimedia.html
    • http://www.inms.umn.edu/elements/
    • http://www.wtvi.com/teks/ds/
    • http://www.speedofcreativity.org/presentations/case-for-ds/
    • http://teacherindevelopment.blogsome.com/2006/01/17/digital-story-telling-in-the-esl-classroom/
    • Links for Digital Storytelling
      • http://del.icio.us/wfryer/digitalstorytelling
    • Scholastic.com’s Introduction to Electronic Publishing
      • http://www2.scholastic.com/browse/article.jsp?id=3748081http://chinnery.us/tesol/multimedia.shtm
    • http://www.absoluteppt.com/movie/ppt-to-youtube-moviemaker/index.html
    • Center for Digital Storytelling
      • http://www.storycenter.org
    • Bull, G., & Kajder, S. (2004). Digital storytelling in the language arts classroom . Learning and Leading with Technology, 32 (4), 46-49.
    • Digital Storytelling Institute
    • Figa, E.  (2004).  The Virtualization of Stories and Storytelling.  Storytelling Magazine .  Vo. 16, No. 2, pp. 34 - 36.
    • Labbo, L., Eakle, A., Jonathan, A., & Montero, M. (2002). Digital language experience approach: Using digital photographs and software as a language experience approach innovation. Reading Online , 5 (8).
    • New, J. (2005, December). How to: Use digital storytelling in your classroom . Edutopia .
    • Rance-Roney, J. (2008). Digital Storytelling for Language and Culture Learning. Essential Teacher , 5(1). pp. 29-31.
    • Richard-Amato, P.A. (2003). Storytelling, Role Play, and Drama. In P.A. Richard-Amato , Making it Happen . pp. 213-231.
    • Salpeter, J. (2005). Telling tales with technology . Technology and Learning, 25 (7), 18, 20, 22, 24.