Using Drama & Technology for Storytelling What’s My Story?

Oral Storytelling + Technical Tools = Personal Tales with Images , Music , Sound , and Your Voice Source:

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

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

Point of View

Dramatic Question

Emotional Content

Gift of Student’s Voice

Power of the Soundtrack

Economy

Pacing

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. Source:

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.

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

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

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

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

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

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?

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.

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

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..

Are there any video clips that I can record or include? What music reflects the mood of my story? What can I use legally?

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

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

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?

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

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.

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

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

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 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

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

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

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

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

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/

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

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

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.

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.