Digital storytelling e book


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Digital storytelling e book

  1. 1. Tell a Story, Become a Lifelong LearnerWhen the ancient tradition of storytelling meets the digital age, learning blossoms. Digital Storytelling Learning Projects
  2. 2. Contents Tell a Story, Digital Storytelling Learning Projects: A Great Way to Engage and Inspire Students. .................. 1 . Become a The Learning Power of Digital Storytelling......................................................................................... 3 . Lifelong Learner Great Synergy: Collaborative Learning Projects Plus Digital Storytelling. ...................................... 4 . Digital Storytelling Learning Projects Basics 1: A Good Story.......................................................... 7 . Digital Storytelling Learning Projects Basics 2: A Clear Collaborative Process............................... 9 Tools for Telling a Great Digital Story................................................................................................ 12 Try These Microsoft Office PowerPoint Digital Storytelling Projects............................................................13 Try These Photo Story Digital Storytelling Projects............................................................................................17 Try These Windows Live Movie Maker Digital Storytelling Projects............................................................20 . More Ideas for Digital Storytelling Projects...........................................................................................................23 The Power of Stories in the 21st Century. ......................................................................................... 25 .Teacher TechFollow Microsoft in Education Subscribe to TeachTech Blog Subscribe to the Microsoft Education Newsletter
  3. 3. Writing digital storiesignites a love of learningand creates powerfulteaching stories for othersto share and enjoy.
  4. 4. “Teach me in new ways. Connect with me.” “Be THAT teacher.” “I want to be creative. Let people hear my voice.” “Believe in my ability. I’m not looking for Hollywood.” “I want to be a storyteller.” “Train me.”Digital Storytelling These words, from a digital story a student created, speak for many students today. Students want to be engaged in their own learning and inspired to develop their skills and talents, and they Learning Projects want to tell stories using technology. Watch this powerful plea to teachers, Digital Storytelling – Student Perspective. By incorporating digital storytelling projects into learning, you can reach today’s students and, A Great Way to Engage at the same time, help them to develop the skills they need to be successful in our complex, and Inspire Students technology-rich world. Digital storytelling learning projects may not be a cure-all for reluctant learners, bored students, students who have trouble retaining information, or those who are chronically late – but the experience of students and teachers in classrooms around the world confirms that this approach to learning is an exciting and compelling way to engage students in the learning process and to inspire them to become lifelong learners. Tell a Story, Become a Lifelong Learner 1
  5. 5. Project learningStudents at Life Academy in the San Francisco Bay Area – having worked together on a digital writing project about helps students.immigration in which they interviewed family members, wrote and revised scripts, and produced videos that they • Learn by doingpresented to a public audience – responded enthusiastically to this learning process. Several spoke of how proud theywere of what they had written and produced. Others noted that they voluntarily put in more time and effort because • Learn togetherthey were dealing with issues that mattered to them. Watch the video Literacy, ELL, and Digital Storytelling: 21st • Learn conflict resolutionCentury Learning in Action, to hear these students and their two teachers talk about what made this semester-longhistory project so powerful for the class and the community. • nvest in their I own learningTheir experience shows many of the educational benefits of digital storytelling learning projects in action – engagementwith real-world issues, careful analysis, excitement about learning, investment in their own performance, conflict • Develop their creativityresolution, community connections, and much more. • earn according LTeachers and education experts are as enthusiastic as students are about this approach to learning. Many teachers have to their needsnoted their students’ grades go up when they work on digital storytelling projects. They may also be more likely to do • Learn how to learntheir homework and to come to class eager to work. In the 2008 National Writing Project annual report, Yumi Matsui • etwork and publish Ncites another advantage: “Digital Stories give voice to those who don’t always participate in class.” And, as National their findingsWriting Project experts reported in a recent congressional briefing, using digital media in the classroom improveslifelong learning.As this book will demonstrate, you don’t need trained consultants, expensive equipment, or an entire semester to giveyour students the opportunity to participate in digital storytelling learning projects and to become lifelong learners. With More information.just two or three class periods, a few good ideas and guidelines, and readily available software and digital equipment, Project learning concepts, educational benefits, andthey can create digital stories that both you and they can be proud of. examples.Project learning has already proven itself. View moreStudents who work together on long-term projects are less likely to be absent. They also develop cooperation andcommunication skills, practice problem-solving and critical-thinking skills, and improve their test scores. When studentsintegrate technology into their projects, these benefits increase. Read a summary of current research on project learning. How the real-world approach of project learning motivatesTelling digital stories enhances technology-rich project learning. Ask most students which they would rather do – write a students.traditional paper or create a digital story that presents their research and learning – and they will tell you, “Create a digistory!” View moreStudents of all ages enjoy creating stories, and more and more students are eager to use technological tools to create thosestories. Digital storytelling, the art of combining storytelling with some mixture of digital graphics, text, recorded audionarration, video, and music to communicate information about a specific theme or topic, enables them to do both at once.But digital storytelling is not just frivolous play; it is serious play with a big educational payoff, because the process ofconstructing digital stories inspires students to dig deeper into their subject, to think more complexly about it, and tocommunicate what they have learned in a more creative way. When students write scripts together, for example,they have to decide how to blend different languages, voices, and ideas, and they have to agree on what tone andangle to use. Tell a Story, Become a Lifelong Learner 2
  6. 6. Share with a friendThe Learning Powerof Digital StorytellingBrain researchers say human beings are hardwired to tell stories – to organize • Helps students retain knowledge longer. Researchers at Georgetownexperience into a meaningful whole that can be shared with others. Giving University discovered that the emotional aspect of telling stories improvesstudents opportunities to use and direct this natural drive gives them a sense learning because it helps students remember what they have learned.of confidence while it develops fundamental intellectual skills. Encouraging • Enhances learning by encouraging students to communicateyour students to create digital stories is not just a ploy to keep them interested; effectively. It also promotes classroom discussion, community awareness,digital storytelling has proven educational benefits that help prepare students for global awareness, and a connection between what students do in thesuccess in the 21st century. classroom and the wider community. Posting students’ digistory projectsTelling digistories. on class web sites or school portals reinforces these connections and • Encourages research by helping students invest in issues and engaging improves communication. them in dynamic, interactive processes of learning. • Helps students make a connection between what they learn in the • Fosters critical thinking skills, helping students think more deeply, clearly, classroom and what goes on outside of the classroom. Digistory projects and complexly about content, especially when that content is challenging. are geared toward performance, a skill essential for success in the real It gives them practice in the skills of sequencing, logic, and constructing world. They also lend themselves naturally to the form of many common a persuasive argument. Creating storyboards and then editing stories public presentations, such as museum docent talks, photo essays, and reinforces these skills. documentary films, giving students practice in real-world skills. • Encourages students to write and to work at becoming better writers. • Encourages creativity, helping students open up new ways of thinking Many students don’t think of themselves as writers or are daunted by the about and organizing material. This new medium promotes the writing process. Writing, revising, and editing scripts for digistories makes development of multiple channel intelligence and communication, this process natural and enjoyable. It promotes student-initiated revision blending intellectual thought, research, emotion, and public instead of editing according to a teacher’s markups or a grade requirement. communication. • Gives students a voice. It empowers them to find their own unique point • Works well with portfolio assessment. For expert advice on how to of view and relationship to the material they’re investigating and to express use electronic portfolios and digital storytelling for “lifelong and life-wide that viewpoint more fully and clearly. Many students find that sharing their learning,” visit Dr. Helen Barrett’s web site. digistories is far less threatening than reading their writing out loud. • Promotes digital literacy. Becoming proficient in digital skills is • Tells a personal narrative. Enables students to share about themselves, fundamental to students’ success in the 21st century. such as a key turning point in their life or their family history. Digistories can embody the story of someone else, where the student takes on their persona and shares from their point of view. Tell a Story, Become a Lifelong Learner 3
  7. 7. Great Synergy When you combine the power of project learning with the learning power of digital storytelling, the educational benefits increase. You get motivated, energized students and the confidence of knowing that you are helping your students meet national educational standards developed by Collaborative Learning Projects Plus the International Society for Technology in Education (ISTE). Digital Storytelling All six of the 2007 National Education Technology Standards (NETS) for students are addressed by digital storytelling. 1. Creativity and innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem-solving, and decision-making 5. Digital citizenship 6. Technology operations and conceptsRead more about the The College of Education at the University of Houston web site summarizes the benefits and Digital storytelling in education. Using digital storytelling for ESL studentseducational benefits links to more information. and foreign language learning.of digital storytelling. The Georgetown University Digital Storytelling Council for Exceptional Children: Use digital Multimedia Archive offers a series of articles. storytelling to improve your students’ writing Each includes several mini video interviews with skills. teachers and students about the distinctive benefits of learning by creating digital stories. Using digital storytelling in vocational education training. Tell a Story, Become a Lifelong Learner 4
  8. 8. Telling digital stories nurtures deep and lifelong learning, connects students with the real world, builds their critical-thinking and communication skills, and empowers them to find a voice. The proof is in the results. Take a look at what these students created. Younger students. • A kindergarten class created this Microsoft Office PowerPoint® presentation, called I Am. See this Watertown, New York, teacher’s site for more examples of Office PowerPoint presentations and photo stories created by kindergarteners. • This musical and dramatic photo story about Osiris was created by a second-grader. Watch other examples of second-grade and third-grade Microsoft Photo Story projects from the Jackson County (Oregon) Public Schools. • Watch these movies kindergartners, first-graders, and second-graders at St. Monica’s in Alberta, Canada, made about books they read. • Seattle elementary students worked together to create this action-packed Windows® Movie Maker film, called Similar Triangles. • Young students created these Movie Maker digital stories about science in just three hours. • Young students at the Tibetan Children’s Village produced a powerful digistory about their life in exile, entitled Garbages. Watch this and other students’ digistories at the Bridges to Understanding site, including Poverty (Seattle), My Life, My Health (South Africa), and Writing digital stories ignites What Courage Means to Me (India). Bridges to Understanding, a Seattle-based not-for- profit, uses digital technology and the art of storytelling to empower and unite youtha love of learning and creates worldwide, to enhance cross-cultural understanding, and to build global citizenship. They offer free and membership programs that connect students around the world. powerful teaching stories for • Watch The Yankee Game, a digistory by a fifth-grader about attending a baseball game, others to share and enjoy. and other examples of digistories created by fifth-grade students using Photo Story. • See other examples of digistories created by elementary school students about art, heroes, poetry, decision-making, September 11, and more. Tell a Story, Become a Lifelong Learner 5
  9. 9. Older students. • Three students produced this PowerPoint presentation on the Vietnam War, called War – What Is It Good For? • See the comic-strip-like PowerPoint presentation, titled Immunity, created by students in a biology class. • An enthusiastic group of middle-school students created this Windows Movie Maker film to teach others about the Bernoulli Principle. • Three ESL students made this video about Black History, with each of them presenting their own perspective on the topic. Watch other ESL student projects. • The Examples section at the University of Houston Educational Uses of Digital Storytelling site demonstrates the variety of digistories students can create. Watch student stories on art, health, language arts, science and technology, math, ESL, personal reflection, pop culture, and more. • A high school student used Photo Story to create this digistory about Puerto Rico. • Lesson Learned, by Yaritza Ibarra, tells how she made the best of a second chance. Watch this and five other moving digistories produced by youth about their passions, friendships, and struggles with alcohol, family illness, cultural differences, and more at the Stories for Change site. • Ninth-grader Silvia Jeong won first place in the 2004 KQED Digital Storytelling Initiative, a contest for grades 6-12, for her movie, My Potato Story. Watch showcased student digistories from 2004-2008. • More student-made digistory videos are available at the Niles Township (Illinois) High School site. Tell a Story, Become a Lifelong Learner 6
  10. 10. Creating powerful and memorable digistories together in the classroom is easy, once you know what makes a great story and how to work together to produce it. Knowing the art of telling a good story is basic to all these projects. How to tell a great digital story. 1. Find your story. What kind of story best suits the sort of project you’re working on? For example, is your story about a great artist or scientist or more a story of struggle or discovery? Is your self-portrait, family history, or presentation about a famous person in history a character story? Do you want to present your research on war victims as a memorial story? Do you want to present what you learned about an environmental issue or period of history as a story about a particular place? Is the novel you are transforming into a digistory an adventure story? You can read about the different kinds of stories in the Digital Story Center Cookbook. 2. Map your story. How do you want to tell your story – from the present to the past, or from the past to the present? Identify the key elements, and arrange them into a beginning, a middle, and an end. Map out the story using storyboards. Learn how to use storyboarding Digital Storytelling at the University of Houston site, or see more resources for storyboards, including links to examples, lessons, and more. Learning Projects 3. Capture your audience’s attention right away, and keep it. Some stories start with a dramatic question, others with a shocking statistic or image. Find a way to grab your audience’s interest right away, and then keep them expecting more. Raise more questions or Basics 1 suspense along the way. 4. Tell your story from your unique point of view. Telling a story is not pouring facts into empty heads; it’s a way of persuading others to see something about the world as you have A Good Story understood it. All parts of the story should contribute to this point of view. Also, do enough research about your subject so that you are an expert and are entitled to your unique, informed point of view. 5. Use fresh and vivid language. Even digistories have to use words. Don’t let the words takeResources. a back seat to the power of the images and sounds. Be clear, be specific, and use metaphorsThe Edutopia article, “How to use digital storytelling and similes to help your audience understand at deeper your classroom,” offers advice about incorporating 6. Integrate emotion – yours and the audience’s. Every story has a tone or emotional feeldigital storytelling projects into your classroom that affects the audience. Figure out what yours is, and make sure the words, images, andexperience. One of the keys is to remember that the sounds you choose all enhance that tone.teacher is not always the technology expert, so let 7. Use your own voice, in the script and in the audio. Much of the power of stories comesyour students teach you about which tools to use and from the distinctiveness of the voice that tells them. Good storytelling goes beyond anhow to use them. objective, distant, or impartial voice to a voice that is engaged and, therefore, engaging. When you write the script, write it in your style of speaking. When you record your script or voiceovers, be yourself. Tell a Story, Become a Lifelong Learner 7
  11. 11. 8. Choose your images and sounds carefully. Each image, each sound Digital storytelling resources for educators. or piece of music, and each combination evokes a different response in • The University of Houston’s Educational Uses of Storytelling site, which your audience. When editing, make sure that each image and sound does focuses on Photo Story, provides everything you need to understand and exactly what you want it to do to further your story. Make sure that you use digital storytelling in the classroom. There you can find storytelling use images in a nonliteral way; don’t just choose an image to illustrate essentials, Photo Story and storyboarding tutorials, an impressive range of your words, ideas, or tone, but use images that comment on them, expand student examples, guidelines for tools and equipment, and Web 2.0 help them, or interact with them in some way. For a good example of how for creating podcasts, blogs, and wikis, and more. to use images, watch True America, a YouTube video by a high-school • The Center for Digital Storytelling is an international not-for-profit student. organization that assists youth and adults around the world in using 9. Be as brief as you can be. Longer doesn’t mean better in digistorytelling. media tools to share, record, and value stories from their lives. The Center The challenge is to create a moving story that will affect your audience so provides case studies and examples of how to use digital storytelling with powerfully that they will remember it. Don’t try to tell everything. Select K-12 and higher education students and offers workshops for educators. only the details or events that will sharpen the story and keep it moving. Their site is a good resource for manuals, books, and articles on all This allows the audience to actively participate by filling in the gaps. aspects of digital storytelling. 10. Make sure your story has a good rhythm. Rhythm is the heart of all • Help students understand the rights connected with use of creative content stories. If a story isn’t moving, it’s boring. If it goes too fast, it leaves the and become good digital citizens with this Digital Citizenship and audience behind. Know how to establish the right pace for your story (a Creative Content curriculum. memorial might be slower, an adventure story faster) and know when • Middle school teacher David Brear’s Digital Storytelling site links to a to slow down and speed up the established pace to keep the audience wide variety of practical resources and examples. interested. You can change the pace with music tempo, image duration, speech rate, silence, panning, zooming, and many other techniques. • Meg Ormiston’s digital storytelling resources for educators site offers links to examples of stories, storyboards, and videos, along with ideas forRead about the seven elements of good digital storytelling identified by the stories and books on telling stories with Microsoft Office PowerPoint. Center for Digital Storytelling. • Judith Rance-Roney’s article Digital Storytelling for Language and Culture Learning documents her multilingual classroom work and suggests how to get started with this technology. • There are many more digital storytelling resources, including web sites, educational programs, books, articles, story examples, workshops, and technology tools. Want help getting Read Dr. Helen Barrett’s How to Create Simple Digital Stories. Read J.D. Lasica’s Digital Storytelling, A Tutorial in 10 Easy Steps: Expert Tips started creating View more on Creating a Polished, Professional digital stories fast? Digital Video. View more Tell a Story, Become a Lifelong Learner 8
  12. 12. Share with a friend How to work together to create and produce a great digital story. Telling a story on your own is one kind of challenge. Telling a story with a group presents its own opportunities and challenges. An empowering digital storytelling learning project typically follows a cooperative creative learning process with the following phases: 1. Brainstorm. 2. Collect/sort/decide which ideas to pursue. 3. Select the project/story, and develop a plan to execute it. 4. Use an online collaboration resource. Microsoft Office Live Workspace is an excellentDigital Storytelling (and free to Microsoft Office users) collaborative workspace that enables students to work together on documents, PowerPoint presentations, and other files via the web. Learning Projects 5. Select and distribute individual tasks that feed into the final outcome (such as directing the project, doing interviews, researching images, and the initial drafting of text). For an overview of the different roles in creating a digistory, read Digital Storytelling: A Practical Basics 2 Classroom Management Strategy. 6. Research. A Clear Collaborative Process 7. Create a storyboard. 8. Build the basic digital story. 9. Revise/edit. 10. Polish. 11. Proof. Make sure that every word and every image is perfect so the audience can enjoy your presentation. 12. Share (live and digitally). Post to your school’s web site or YouTube. 13. Evaluate. A great resource for how to evaluate digital stories is DigiTales: The Art of Telling Digital Stories. Another is the Digital Storytelling Student Rubric from Today’s Teacher. The University of Houston shows you how to use rubrics to evaluate digistories. Digital storytelling project guidelines. • Let your students teach you. • Increase collaboration. • Start small. • Share it all. • Get them working together. • Build e-portfolios. Tell a Story, Become a Lifelong Learner 9
  13. 13. Choose a digital storytelling learningproject that meets your students’ needs.The opportunities for creating digistories are endless. How do you choosewhich tools, techniques, and approaches best suit your resources, your students’needs, and your learning projects and objectives? Some of your students, forexample, may need a little prompting to practice public speaking – a PowerPointpresentation may be what they need. Others may be far too shy to speak upin class, so you may want to encourage them to add a voiceover narration to aphoto story, empowering the student to speak publically for the first time andenabling the class to hear this student’s voice. Still other students may talk allthe time in class discussion but need to discipline their thoughts and speech –a photo story or movie may help them edit and organize their thoughts. Thefollowing table is designed to help you determine which kind of digistory youwant your students to research, create, and share. Microsoft Office PowerPoint Microsoft Photo Story Windows Live™ Movie Maker Create a PowerPoint presentation, with text, Create a photo story, an engaging presentation Create a full-blown movie, with narration, dialogue, images, sound, and media clips, that students on a model of director Ken Burns’s Civil War series, still and moving images, and music, that they Type of Project present to the class and post on a class web site with text, still images, recorded narration, and show to the class and post on a class web site or or school portal. music, that students present to the class and post school portal. on a class web site or school portal. Write script; add images collected from web sites Write script; take photos; add photos plus other Write script; mix still and video images; film scenes or scanners; add audio; add video clips. images collected from web sites or scanners; add or images. Media Techniques audio (music or voiceover narration); add video Available clips. Build a focused, engaging slide presentation, Construct a compelling photo story about a Create a powerful film that teaches a specific topic and give a live presentation of their story to specific event, topic, theme, or question. or theme. Desired an audience. Outcomes Researching; writing; sequencing; multichannel Interviewing; researching; writing; sequencing; Interviewing; researching; writing; sequencing; thinking (text, images, sound); revising/editing; multichannel thinking (text, images, sound); multichannel thinking (text, still and moving Specific Skills public speaking. revising/editing; transitioning. images, sound); revising/editing; transitioning; Highlighted performing; acting; directing. Real-World Gives student practice in giving a museum Gives student practice in creating and understand- Gives students practice in and an understanding docent talk or an historical or geographical tour, ing a journalist’s photo essay, making a persuasive of documentary films, scriptwriting, interviewing, Connection introducing a speaker, interviewing, taking oral argument, interviewing, and more. and more. Beyond histories, pitching information to a particular the Classroom audience, and more. Tell a Story, Become a Lifelong Learner 10
  14. 14. The following table can help you determine which W tools work best with your classroom software and Th c W Po in O e e in e do W W ffi which you may need for particular projects. M wn M Sy do rT Do in in ic lo w ic st Pu w do do ro a w oy sV ro em rc sX s so d so w w ist ha s7 sX ft ft P a® se P Microsoft Photo Story 3 • • • • Microsoft Pro Photo Tools 2 • IMAGE EDITORS Photo Gallery • Windows Live Photo Gallery • • • • Microsoft Photosynth™ • • • •The free tools. HTML Slide Show Wizard •Microsoft products and tools that are available atno cost if you own the Windows 7, Windows Vista, Windows Movie Maker 2 • VIDEO EDITORSor Windows XP operating system. Some tools are •included on your Windows installation disc; others Windows Movie Maker and Windows Movie Maker HDare included in a downloadable package or can bedownloaded individually from the Microsoft web site. Windows Live Movie Maker • • • Windows Media® Player • • • • Microsoft Paint • • • ACCESSORIES Windows DVD Maker • • Microsoft Color Control Panel Applet • Image Resizer • CD Slide Show Generator • Fee-based products. Microsoft Office PowerPoint 2007 • VIDEO EDITORS IMAGE AND Tools and programs that require a separate purchase. If you purchase a Microsoft Office Microsoft AutoCollage 2008* • • • • suite, Office Picture Manager is included on the Microsoft Office Picture Manager • installation DVD. Microsoft Expression® is an advanced suite of applications for working • with photos, pictures, web pages, and video. To complete your media workstation, you will Microphone • also require devices, such as a microphone and • DEVICES Digital Still Camera a digital camcorder. Scanner • * Free trial available by Internet download. A full version is free to teachers who join the Partners in Learning Network. Digital Video Camera (Camcorder) • Tell a Story, Become a Lifelong Learner 11
  15. 15. Tools for Telling aGreat Digital Story.
  16. 16. Share with a friendTry These Microsoft Office PowerPoint For all of these projects, use the guidelines for “How to tell a great digital story” and follow the steps in “How to work together to create and produce a great digital story.” Digital Storytelling In each of these projects, students have an opportunity to create, perform, and understand a specific type of public speaking – whether it’s a museum docent talk, an historical or geographical tour, or a live interview, among others. Practice in public speaking prepares students for success. Projects Practice in giving real-world talks helps students understand different vocations and how to write for different audiences. Add sound and video to a PowerPoint presentation. • Add and play sound in PowerPoint 2007. • Add a clip in PowerPoint 2007. • Add sound and video in PowerPoint 2003. Use your own photo as a slide background. • PowerPoint 2007. • PowerPoint 2003. Take a PowerPoint training course. • PowerPoint 2007. • PowerPoint 2003. Learn from PowerPoint Help and How-To. • PowerPoint 2007. • PowerPoint 2003. Tell a Story, Become a Lifelong Learner 13
  17. 17. Resources. The Art History Archive (Lesser Known Movements and Artists). Smithsonian Archives of American Art. National Gallery of Art.Meet [visual artist or movement – Georgia Expert (4-6 sessions).O’Keeffe, Jacob Lawrence, Leonardo DaVinci, the Create a 15-minute (30-slide) comprehensive introduction to: Museum of Modern Art.Impressionists, Outsider Artists]: • The life and work of an artist, including photographs American Folk Art Museum.A museum “docent talk.” of the artist, a brief biography, examples of work Museum of InternationalStudents create a digistory about the life and work of an throughout his or her career, and text drawn from Folk Art.artist or artistic movement that they present to the class and the artist’s writings or speech. Focus one section onshare beyond the classroom as a museum docent talk. The a single period in the artist’s career or one aspect ofartist or movement can be assigned to the group or chosen their work (use of perspective, concept of abstractionby them in consultation with you. or surrealism, or relationship to other contemporaryBasic (2-3 class sessions). artists or movements, for example). Use fade in/Create a 5-minute (10-slide) introduction to the work of one animation and other advanced slide visual techniques,visual artist. Select one photo of the artist and key images such as using relevant digital photos as backgroundfrom his or her career; organize them; add basic captions for a slide. Use citations in notes. Notes should beand commentary about art concepts (use of color, subject research quality; this is a research “essay.” Present it tomatter, or composition, for example) in notes; explain what the group as a docent talk in a museum, and post on ais unique about this artist’s vision or technique. Present class web site or school portal for family and friends toto the group as a docent talk, and post on a class web experience and Students can “read” about the different artists and • An artistic movement, such as Renaissance Art,compare them. Alternative method of presentation: Instead Outsider Art, The Art of Graffiti, Abstract Art,of grouping the presentations, institute a weekly “museum Surrealism, or Bauhaus. Include an introduction to thetalk,” in which a student teaches the class about her or his historical context and the main artistic principles andchosen artist. innovations of the movement; a sampling of differentMore challenging (3-4 class sessions). artists who are part of this movement; a summaryCreate a 10-minute (20-slide) presentation introducing the of early and later responses to the movement; andlife and work of an artist, including photographs of him an assessment of the contribution to art history. Useor her, a brief biography, examples of work throughout fade in/animation and other advanced slide visualthe artist’s career, and text drawn from his or her writings techniques, such as using relevant digital photos asor speech. Add commentary about art concepts (use of background for a slide. Use citations in notes. Notescolor, subject matter, or composition, for example) in should be research quality; this is a research “essay.”notes; explain what is unique about this artist’s vision or Present it to the group as a docent talk in a museum,technique. Present to the group as a docent talk, and post and post on a class web site or school portal for familyon a class web site or school portal. Alternative method of and friends to experience and enjoy.presentation: Institute a weekly “museum talk,” in which astudent teaches the class about her or his chosen artist. Tell a Story, Become a Lifelong Learner 14
  18. 18. Here’s the sequence: First… Basic (2-3 class sessions).Students create a digistory that focuses on a specific set of steps or stages in a Create a five-minute (10-slide) PowerPoint presentation, present it to theparticular process. The process can be relatively simple or complex, and it can class, and post it on a class web site. Emphasis is on including all the steps andbe natural, social, mechanical, artistic, or any combination of these. For example, arranging them in the proper order, taking photos of members of the groupstudents could research and present: actually performing each step or scanning pictures that members have drawn of each step. • The steps in making soup or a sandwich. More challenging (4-5 class sessions). • The path from growing wheat to the bread on our tables, Create a seven-minute (14-slide) PowerPoint presentation based on a class or from cows producing milk to the milk we drink. research trip or field trip to discover how something is made or processed • The life cycle of a fly or a forest. (fortune cookies or garbage, for example). Students first do preliminary research • The water treatment process. about the process they are investigating to decide what tasks are necessary and who will be responsible for them. Then, they take notes, photos, and audio • The recycling process. recordings during the tour of the factory (artist’s studio, milking barn, water • The manufacturing of a plastic toy or an airplane. treatment plant, or other venue). Finally, they collect, edit, and arrange these into their presentation. • The creation of a sculpture or a painting. Expert (4-6 sessions). • The creation of a legislative bill or the forming of a Create a 10-minute (20-slide) presentation based on their investigation of a new constitutional democracy. complex natural, mechanical, or social process, making sure to include a sectionSequencing skills are highlighted in all levels of this project; understanding about each aspect of the process, one showing how they interact, and onecomplex systems is highlighted in the higher levels. Telling digistories, with its showing what happens when the process goes awry. Their notes should read likefocus on a beginning, a middle, and an end, reinforces sequencing skills, and it a research essay and should contain appropriate citations. In addition to photos,also helps students retain sequences they have learned. they should include charts and graphs in their presentation. Watch How to Make a Peanut Butter and Jelly Sandwich, a photo story created by fourth-grade students. Tell a Story, Become a Lifelong Learner 15
  19. 19. Share with a friendLet me introduce you to [classmate]: Oral histories with photos. Write a story and illustrate it.Perspective learning and interviewing skills are highlighted in this project. Instead “Writing” a digital story is a great way to help kids overcome their fear ofof each student making a self-portrait, they each have to present themselves to writing and to reinforce in them the notion of writing as a process and revisiona classmate or group of classmates, who must “see” them and then present them as a necessity. Having students write a narrative together is a fun way to teachto the class. This is a very good community-building exercise at any time and collaboration and to reinforce the elements of good storytelling, since they’llespecially at the beginning of the school year. have to discuss what works and what doesn’t in the story line, the tone, and the dialogue. Also, part of the group can write, while others can illustrate.Basic (2-3 class sessions).Students work in pairs to take photos of one another, interview one another, Basic (1-2 class sessions).and create a PowerPoint presentation that introduces someone in the group. Write a story and pull photos from approved web sites to illustrate it. StudentsThey use photos that the other student has brought in, along with quotes and can choose to use all photographs or all famous works of art to give unity toinformation from the interview as accompanying text. The teacher may give their presentation. Give a dramatic reading of the story in class, in the schoolstudents a list of interview questions as a script to follow or as a starting point. library, or even in other classrooms.More challenging (3-4 class sessions). More challenging (2-3 class sessions).Students write their own interview questions. They record the interview as they Write a longer story and draw or paint your own illustrations (which you scan).engage the interviewee about a passion of theirs (a sport or hobby or favorite Give a dramatic reading of the story in class, in the school library, or even inplace, for example) and focus on the family and cultural background of the other classrooms.subject. They use voiceover narration and perhaps audio clips from the recorded Expert (3-4 sessions).interview. Write a story in chapters and illustrate it yourselves. Students can decide whetherExpert (4-6 sessions). to write all the chapters together or to agree on a story line and then assign theStudents work in groups to create a group portrait of each individual student. different chapters to individual group members. Or they can decide that half theEach student takes his or her own photos of the subject, capturing a different group will write the story and the other half will edit it. They can then discussaspect of them, and interviews them about a different aspect of their life: family, the edits together as a group before revising the story. When the story has beenculture, interests, friends, or values. They then work together to edit and organize completed, they record a voiceover narration of it and integrate music into theirall the collected material into a group “multiple perspective into one” view of presentation. They post it on a web site or school portal.their classmate, using advanced PowerPoint techniques (such as adding a photo Alternative challenges for these projects (to help students understand the poweras background for a slide, including audio clips, or animation). of images, the power of words, the nature of good storytelling, and the diversity of ability) include: • Students save the audio version of their story separately, locate a similar Resources. or younger class at a school for blind students, and share their story with them, making sure that the audio version tells the whole story. Interviewing and recording audio techniques. • Students set themselves the challenge of “writing” and telling a story in Oral history tips. pictures and words on the slides alone, with no audio voices or music, and then share this with students in a class at a school for the hearing impaired. Resources. Smithsonian Archives of American Art. Smithsonian Photograph Archives. BING™ Images. Tell a Story, Become a Lifelong Learner 16
  20. 20. Try These Photo Story Digital Storytelling Projects In each of these projects, students have an opportunity to create, present, and understand the contemporary form of a journalist’s photo essay – with integrated words, music, video, and transitions. How to. Online tutorial for Photo Story 3 from the University of Houston. This site focuses on using digital storytelling for many kinds of content across many age levels. Online tutorial for Photo Story from Microsoft. Photo Story 3 Tech Module. This site includes instructions, tips, and great resources for finding more examples and ways to use Photo Story with students of all ages. Shout Out! A Kid’s Guide to Recording Stories. Download this guide for interviewing and recording audio stories. (It can be applied to video recording, too.) Tell a Story, Become a Lifelong Learner 17
  21. 21. Immigration to America: then and now. This place and no other.Students compare the waves of immigration to America from Europe in the early Students select a place that has special meaning for them as a group – such aspart of the 20th century with immigration in the last 25 years from Africa and/or their neighborhood, their town or city, a park, or a basketball court or soccerAsia. Give students a sense of history, changing circumstances around the globe, field – or a place they want to learn more about, such as the bottom of theworld geography, and diversity. ocean, the world’s driest desert (Atacama in Peru), a glacier or wetland, a pueblo in Arizona (Acoma), or an ant colony or bee hive. They could also research andBasic (2-3 class sessions). create a digistory about a place they would like to live, such as a specific countryStudents brainstorm and research why people immigrate, they collect basic or island, making a persuasive argument for the appeal of that place. Theyfacts and photos on the two immigration waves, and then they choose how could even create a story about a place they imagine as the best of all possibleto organize them (such as deciding whether to display the oldest or the most places, their own vision of Utopia, with original text and images showing liferecent images first). lived according to the values important to them (nonviolence, cooperation, andMore challenging (3-4 class sessions). conservation, for example).Students add their own photos of family members or friends who have Basic (2-3 class sessions).immigrated and include narration about those persons’ journeys. Students research, select, and organize photographs to introduce theExpert (4-6 sessions). distinctiveness of their place. They write scripts and record narrations for eachStudents interview recent immigrants in their class or school and incorporate photo.their voices into the presentation. Students add music from the period. More challenging (3-4 class sessions). Students take their own photos and write their own mini-essays or poems to Find examples and collect photos. accompany them. They use interactive maps to locate the place in the universe. Ellis Island Online. They also reflect on the meaning of place, the way they want to present their place to others, and the specific audience they want to reach. American Slave Narratives. Expert (4-6 sessions). Densho Project (Preserves testimony of Students interview people outside the classroom who live in that place or have Japanese-Americans unjustly incarcerated a special relationship to it and add those narrations to the piece. They also focus during World War II). on one aspect of the place, and they research and include a history of the place Smithsonian Photograph Archives. (whether geographical, social, or political). They can incorporate quotes from famous people about the place or poems that highlight a feature of it. Some may want to record and add their own music or a live music performance at the school. They reflect on the meaning of place, how they want to present their place to others, and the specific audience they want to reach. Find examples and collect photos. Additional challenge for these projects: Select a place (local, national, or international) or have students identify a place they would like to learn about, National Geographic. and then set up an exchange with a class from that place. Each class would USGS Geography (A resource for U.S. natural resource and environmen- introduce its habitat and culture to the other. A key benefit to this approach, in tal issues, USGS geographers monitor and analyze changes on the land, addition to the cultural or geographical exchange, is that students would have study connections between people and the land, and provide society to reflect about how to present their place to a specific audience, thinking about with relevant science information to inform public decisions). what they may already know, what they assume, and what they may want to Bing Maps. learn about their place. Bridges to Understanding, a nonprofit organization, helps connect students around the world. Sierra Club. WorldWide Telescope. NASA. Stories of the Dreaming: Indigenous People of Australia. Tell a Story, Become a Lifelong Learner 18
  22. 22. Caring for the environment. More challenging (4-5 class sessions).Students select an environmental problem in the school or community, such as Students take their own photos, research the crisis, and write a more in-depthtoo much garbage, not enough water, or too much traffic. They tell the story of script for narrating (including citations), with music. They add a graph that theywhat has happened, what led up to it, and what they think should be done about it. have made, which illustrates the growth of the problem. Each individual in the group includes his or her own personal voiceover at the end, describing how sheBasic (3 or more class sessions). or he would solve the crisis and why.Students take and collect photos to illustrate the problem. They research theproblem and write text to accompany the photos, and then they organize their Expert (4-6 sessions).research into a simple narrative that has a beginning (how did this problem come Students design products that would eliminate the problem, such as clean cars,about?), a middle (what is the state of the problem now?), and an end (what will baby diapers that disintegrate upon removal, or sun-powered refrigerators. Theyhappen if we don’t do anything about it, and what can we do?). They create a write text and add graphics to advertise the product, and they highlight these invoiceover narration to accompany the photos. the final section of the photo story project. Each student delivers an audio ad to accompany the picture of their product. They could also put together a catalog with Microsoft Office Publisher, print it in color, and share or post it. Find examples and The Nature Conservancy. Wildlife Conservation Society. collect photos. Sierra Club. High School Environmental Center of the Conservation International. U.S. Environmental Protection Agency. Earthwatch. Tell a Story, Become a Lifelong Learner 19
  23. 23. Share with a friend The story of [hip-hop]. Follow the music line from gospel to blues to rock to hip-hop. The goal is to understand a particular form of music, along with its historical development and cultural context. Basic (2-3 class sessions). Write a simple script, with a beginning, a middle, and an end, that defines hip-hop and shows the progression from gospel. Cite examples of songs and performers of each. Include web clips of live footage of gospel, blues, rock, and hip-hop. More challenging (3-4 class sessions). Add more effects, transitions, music, and your own photos. Research and analyze the form of Try These the music and the lyrics. For example, what kinds of chords, progressions, and rhymes are used? Reflect on how the subjects and themes of the music change from gospel to blues. Focus on one song that was adapted from gospel to blues to hip-hop, or on one artist-performer. Windows Live Expert (4-5 sessions). Research and analyze the form of the music and the lyrics. For example, what kinds of chords, progressions, and rhymes are used? Reflect on how the subjects and themes of the music changeMovie Maker Digital from gospel to blues. Focus on one song that was adapted from gospel to blues to hip-hop, with different students introducing each adaptation. Focus on one songwriter or performer for eachStorytelling Projects of the historical forms (gospel, blues, and hip hop), and analyze the differences and similarities. Research and write another angle to hip hop. For example, tie hip-hop to the Harlem renaissance poetry of Langston Hughes, or compare its rhythms to those of Igor Stravinsky. Students write a script, write and perform their own hip-hop song (or a gospel, blues, rock, and hip-hop adaptation), and film their own video. The Hip-Hop Story (Essays and lesson plans tying hip-hop to poetry and other forms of music). Windows Movie Maker in the English Classroom Video storytelling tips from FlipVideo:Resources. shows you how to revolutionize book reports. • Keep it short (less than two minutes). • Keep it interesting with a variety Make a Movie.NET, a worldwide network of students • Keep it simple. of shots. • Be genuine. • Practice, reshoot, practice, making movies, trains students to make a movie that • Keep it fluid. edit, practice. tells a story. • Keep it moving (use audio, too). Mathew Needleman’s site, Creating Lifelong Learners, is a great resource for digital storytelling, Smithsonian Archives. especially video, in the classroom. Tell a Story, Become a Lifelong Learner 20
  24. 24. Who was [famous person who changed history]? More challenging (3-4 class sessions).Introduction to the life and work of one famous person that the group agrees Add more effects, transitions, music, and photos of your own. Include audio clipschanged the course of history – a Greek philosopher, a president, a scientist, of each person in the group narrating why and how they believe this personan assassin (such as the one who killed Abraham Lincoln), or a social justice or changed the course of history.human rights pioneer (such as Desmond Tutu, Rigoberta Menchú Tum, or Cesar Expert (4-6 sessions).Chavez). Research as a group, write a script of group members playing themselves orBasic (2-3 class sessions). different people in history interviewing this famous person (played by one groupWrite a simple script with a beginning, a middle, and an end, and use web clips member), and film it. Edit, refine, and share.and researched text to create a movie. Resources. Famous People (List of web sites for locating biographies of people past and present in many vocations and Famous People in Black History. Famous (and Not–So-Famous) People with Disabilities. cultures). Biographies of Important Ancient People. Famous Women in History. Windows Live Movie Maker Windows Movie Maker (free download for Windows 7 (included with Windows XP). and Windows Vista). How to. Windows Live Movie Maker basics: ake a movie in four simple steps. M See how to use the features of Movie Maker. Tell a Story, Become a Lifelong Learner 21
  25. 25. Share with a friendThe meaning and power of myths. Greek myth of Prometheus becomes Mary Shelley’s Frankenstein. Or, chooseStudents together select one ancient myth, from any culture, that they believe is two similar myths from different cultures (two creation stories, for example, onerelevant to today’s world, and then they create a movie that tells the story of that Navajo, one Babylonian; or one Navajo, one Ojibwe) and present the two so thatmyth. the audience can see the similarities and differences. The goal is to understand how myths are adapted for different times in history or how different culturesBasic (2-3 class sessions). approach similar fundamental questions (such as, how did we get here?).Write a simple script that tells the story of the myth. Use web clips andresearched text (background of the myth and the myth itself) to create a movie Expert (4-6 sessions).that presents the myth in a straightforward fashion. The goal is to educate Students choose one myth, research it, discuss it, and then write their ownthemselves and others about the cultural context of the myth and its characters, contemporary adaptation of it for their culture and their generation. They thenplot, and imagery. turn the text of the adapted myth into a script, assign roles, and act out the myth while one student films them. They also create their own artwork to accompanyMore challenging (3-4 class sessions). the movie (including intro, credits, and transitions).Add more effects, transitions, music, photos, and drawings of your own. Researchdifferent ways one myth has been used, and focus on the historical backgroundand cultural understandings that formed the myth. Include audio clips of eachperson in the group narrating a different version of the myth. For example, the Resources. Scholastic Myths from Around the World Encyclopedia Mythica. (for younger students). Ancient Mythology. Myth Web (for younger students). Ancient Greece (for photos and art). Tell a Story, Become a Lifelong Learner 22
  26. 26. Book report (PowerPoint). Basic: Students report on a book by creating a PowerPoint presentation. More challenging: Students produce a report describing how they would turn the book into a motion picture, first studying the book (characters, plots, and symbols, for example) and then describing how they would cast and direct the movie, transforming knowledge from one format to another. Expert: Older students can produce their own brief movie using digital video equipment. Poetry chapbook and reading (PowerPoint). Basic: Give all students the same templates and topics, and have them write poems. In groups, the students sort and collect everyone’s poems, deciding how to organize them (for example, byMore Ideas for Digital type, by topic, or by author, and which strong ones to lead and end with). They add illustrations from the web. Hold a poetry reading with PowerPoint. More challenging: Students discuss each poem in a group and help each other revise them. They also write poems of their own. After the Storytelling Projects poems are revised, the students collect and organize them. Students could also select a theme for all of their poems in the project, such as a celebration of the natural world, war, or famous people in history. They could also create their own illustrations. Expert: Students write and revise poems around an agreed-upon theme and then organize the poems to tell a story about that theme. For example, poems about the environment could begin with poems celebrating natural beauty, transition to poems about deterioration of the environment, and end with poems of hope for change. Students could assign poems to different members of the group, asking some to write one section’s poems, and so on. Students plan a trip (Photo Story). Students tell the story of what country they’d like to go to on their dream vacation. Basic: Find photos and information about the country. More challenging: Research the trip, talk about how they would finance it, how they would get there, where they would stay, and what they would do. Expert: Research the political situations in the country they would visit, and learn some sentences in the language they would be using. They record themselves speaking these sentences, together with the translations. Traditional meals (Photo Story). Students talk about a traditional meal they enjoy. Basic: Students pick a meal they have with their family and talk about where the ingredients come from. They find pictures of both the finished dishes and the ingredients on the Internet, add audio narration about the meal, its background, and its meaning for them. More challenging: They make some of the food in class, take photos, record audio, and add this to Photo Story. Expert: Include a section on the nutritional values of the various ingredients and the climate in which the ingredients are grown, a section about the social or cultural context of the meal (for example, a holiday celebration, or an everyday soul food meal), or a section about the role of food in culture. Tell a Story, Become a Lifelong Learner 23