Digital stories
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Digital storytelling combines traditional storytelling with new technologies to create engaging, educational stories. It allows everyday people to share life stories through short multimedia presentations incorporating video, photos, audio, and narration. Teachers can use digital storytelling to teach concepts across disciplines by creating or sharing personal, informative, or historical stories ranging from one to three minutes in length.
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This document provides a lesson on literary adaptation using information and communication technology (ICT) skills. It reviews key elements of short stories like conflict, theme, plot, setting, and characters. It then defines ICT as technologies used for telecommunication, media, building management, audio/visual processing, and network control. Finally, it lists ICT skills like using word processing, data manipulation, slide creation, and internet skills. Students are assigned the tasks of answering questions about a short story and creating a PowerPoint presentation to demonstrate their ICT skills.
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This document provides an overview of 21st century literature from the Philippines and around the world. It discusses representative texts and authors from several regions in Asia, including China, Korea, Japan, and others. For each country or region, several influential authors are mentioned along with short summaries of some of their most notable works. The document aims to familiarize students with literary traditions and movements across Asia.
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In 3 sentences or less:
Eavan Boland's poem "Atlantis - A Lost Sonnet" reflects on the loss of her childhood home and culture when she moved from Ireland to London as a child. She compares this loss to the mythical lost city of Atlantis, suggesting that the storytellers who conceived of Atlantis did so to represent something being lost forever. The poem expresses her still feeling the loss of her old life even decades later.
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This document provides an overview of Chinese literature and its key characteristics and historical periods. It discusses how Chinese literature reflects the political and social history of China as well as philosophical influences. It summarizes some of the major periods of Chinese literature from the Shang dynasty to the Sung dynasty. It also explores the intersections between Chinese literature, philosophy, and religion, noting the influences of Confucianism, Taoism, and Buddhism. The document examines genres such as poetry, theater, and how they incorporated philosophical and spiritual ideas.
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Here is the completed table with the necessary information:
Contemporary
Historical
Period
Language or
Medium
Used
Dominant
Literary
Forms or
Genres
Theme/
Subject
Some
Representative
Authors
Post-War
Period
(1945-1965)
English,
Filipino
Short stories,
Novels
War experiences,
Survival, Social
realism
Stevan Javellana,
Edilberto Tiempo,
Lazaro Francisco
Martial Law
Period
(1965-1986)
English,
Filipino
Short stories,
Novels, Poetry
Political oppression,
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African literature consists of oral traditions and written works in various languages and genres. Oral traditions were the primary form of literature in sub-Saharan Africa and included stories, histories, myths, songs, proverbs and other expressions used to educate and entertain. With colonization, Europeans tried to suppress African cultures and impose their own. Nelson Mandela was a prominent anti-apartheid revolutionary who became South Africa's first black president and led the transition from minority rule to democracy.
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The document discusses codes and conventions used in film opening sequences. It defines codes as technical tools used to construct meaning, and conventions as generally accepted rules. It provides examples of various codes and conventions like flashbacks, establishing shots, narration, action scenes, chase scenes, production logos, title sequences, animation, soundtracks, and using enigma to intrigue audiences. The goal of opening sequences is to capture the film's theme and entice viewers to continue watching through visuals and sound.
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Structure in Literature
The document discusses different elements of plot structure in stories and how authors use structure to convey meaning. It defines plot, structure, and common types of plot structures like chronological order and flashbacks. It also discusses how analyzing elements like dialogue, action, description, direction, focus, time and place can reveal the deeper meaning communicated through an author's structural choices. Examples from Hawthorne's "Young Goodman Brown" are provided to show how structure was used to convey Goodman Brown's realization of his own sin. Structure in poetry is also briefly discussed.
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Chinese literature ppt
Chinese Literature ppt
by Shara May Anacay
BSE - English
Submitted to:
Professor Sharon Delos Reyes
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The document provides an overview of Asian literature from China, India, and Japan. It discusses some of the earliest civilizations and dynasties in China, including the Shang Dynasty and Confucianism. In India, it outlines the Vedas and important epics like the Ramayana and Mahabharata. Japanese literature is traced from early writings like the Kojiki to poetic forms such as Noh plays, Haiku, and the Manyo Shu poetry collection.
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This document discusses the importance of effective language use and provides guidelines for communicating clearly. It identifies six key characteristics of effective language: being concrete and specific rather than vague, concise rather than verbose, familiar rather than obscure, precise and clear rather than inaccurate or ambiguous, constructive rather than destructive, and using an appropriately formal tone. Examples are given to illustrate each characteristic. The document also provides techniques for having effective language use, such as knowing the content and audience.
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Digital storytelling combines the art of storytelling with multimedia tools like graphics, audio, video, and web publishing. There are several types of digital stories including personal narratives, historical themes/events, and stories that inform or instruct. Elements of an effective digital story include an overall purpose, point of view, meaningful questions, clear voice/pacing, and meaningful images/soundtrack. Tools for creating digital stories include Microsoft Photo Story, Apple iMovie, and PowerPoint among others. The document provides guidance on writing scripts, finding images/audio, and the digital storytelling process.
Digital Storytelling Laptop Academy03.ppt
This document provides information about digital storytelling. It discusses digital storytelling as the intersection of traditional storytelling and technology. It notes that digital stories combine images, music, narrative and voice. The document outlines several benefits of digital storytelling for students, such as encouraging creativity and addressing different learning styles. It also discusses skills used in digital storytelling, such as critical thinking and effective communication. The document provides guidance for various aspects of creating digital stories, such as considering audience and purpose, developing scripts, storyboards, and adding multimedia elements. It emphasizes the importance of pacing and music in digital stories.
Microsoft Power Point Digital Story Telling And Increasing Literacy Skills
The document discusses using digital storytelling to increase literacy skills. Digital storytelling involves combining writing, photographs, audio, and video into short multimedia presentations. It was developed in the 1990s and engages students as active learners by capturing their interest. The document provides guidelines for creating digital stories, including considering point of view, including an emotional element, and using effective pacing. It also lists ways that digital storytelling can improve students' research, writing, and presentation abilities while stimulating engagement with course material.
Microsoft Power Point Digital Story Telling And Increasing Literacy Skills
The document discusses using digital storytelling to increase literacy skills. Digital storytelling involves combining writing, photographs, audio, and video into short multimedia presentations. It was developed in the 1990s and engages students as active learners by capturing their interest. The document provides guidelines for creating digital stories, including considering point of view, including an emotional element, and using effective pacing. It also lists ways that digital storytelling can help with students' research, writing, and presentation skills.
Digital storytelling
Digital storytelling uses digital technology to communicate ideas through short stories with a theme. There are different types of digital stories that can be used in education, such as personal narratives, historical documentaries, and instructional stories. Digital storytelling provides many pedagogical benefits, including improving digital literacy, facilitating discussion, encouraging collaboration and teamwork, enhancing research skills, and engaging both students and teachers. Elements of digital storytelling include point of view, a dramatic question, emotional content, voice, soundtrack, economy, and pacing. Tools needed to create digital stories are computers, audio and image capture devices, and digital media software.
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Microsoft Power Point Digital Story Telling And Increasing Literacy Skills
Microsoft Power Point Digital Story Telling And Increasing Literacy Skills
Microsoft Power Point Digital Story Telling And Increasing Literacy Skills
Microsoft Power Point Digital Story Telling And Increasing Literacy Skills
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Suggestopedia ppt
Suggestopedia is a language learning method developed in the 1970s by Georgi Lozanov that uses suggestion and relaxation to allow students to learn up to 3-5 times faster than conventional methods. It involves presenting material through dramatic readings accompanied by music to help students relax and learn easily and fun. Students then review the material through passive listening with quiet readings and uplifting music in the background to optimize learning without effort. The method is reviewed through games and puzzles.
Storytelling
Stories are an effective way for children to learn and remember information. The document discusses how stories can improve listening skills, encourage reading, writing, imagination, and English language acquisition. It provides tips for teachers to select stories, such as ones that attract children right away, are at an appropriate level, offer rich language experiences, and don't have long descriptive passages. Additional tips include using repeated grammatical structures, exercising imagination, and relating to children's interests. Storytelling techniques like using voice, gestures, focus, characterization, pacing and space are also examined.
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Shared reading is an instructional strategy where students join in reading a large text along with a teacher. It allows students to engage with texts that may be too difficult to read independently. The teacher models reading skills and comprehension strategies to help students develop as readers. Shared reading provides students opportunities to gradually take on more responsibility in the reading as their skills and confidence increase.
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Presentation skills
Here are some tips Carol could use to help reduce her anxiety:
1. Take a few deep breaths to help calm her nerves. Inhale slowly through the nose and exhale slowly through the mouth.
2. Remind herself that she is well prepared - she knows her material inside and out from practicing. Her organization and rehearsal will serve her well.
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The Natural Order Hypothesis proposes that there is a predictable order in which rules of a second language are acquired, with some rules tending to be acquired early and others late. Evidence from studies in the 1970s found orders of acquisition for grammatical morphemes but did not truly measure acquisition sequences. The hypothesis says little about the process of second language acquisition. The Input Hypothesis argues that language is acquired through comprehensible input but not directly taught, and that sufficient comprehensible input is necessary and sufficient for grammar to be acquired in the natural order.
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Transformation model
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The document defines curriculum as a systematic attempt by teachers to specify and study a planned intervention in the educational process. It discusses David Nunan's view that a truly learner-centered curriculum requires documenting what learners want from their courses and what they are capable of. It also notes that collecting biographical and personal data from learners and using it to select content is key to a learner-centered approach. Finally, it outlines the aims and process of a learner-centered curriculum, including initial planning, content selection, methodology, and parallel evaluation involving both teachers and learners.
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Measurement and instrumentaion
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Digital stories
- 1. Presented by: Asmaa Elsayed Mohamed
- 2. Digital stories combine the art of traditional story- telling with the use of new technologies in a powerful, interdisciplinary learning process, making stories more compelling, educational, engaging and creative. Digital story-telling is a short form of digital media production that allows everyday people to share aspects of their life story. It allows students and teachers to tell their own stories by using simple multimedia software to combine the use of video, photos, art and audio such as music, narration and sound effects into a single presentation. A digital story is short – usually one to three minutes in length, narrated in first person using your own voice.
- 3. Still images are commonly used with camera tools used to frame the shot, and to pan across the photograph, or zoom in or out creating a sense of movement within an image and across a sequence of images. Music and sound effects are used for dramatic effect to add emotional tone. Moving image can also be used. Digital storytelling has broad application across all disciplines and year levels and is a highly motivating, interactive learning process. Making a digital story involves creative and critical thinking, inquiry, writing, discussion, design, production, reflection and presentation.
- 4. It provides opportunities for students to enhance the expression of their own stories, thoughts and ideas in creative and engaging ways, across a diverse range of learning contexts. Digital stories can be imaginative, they can be reflective and analytical, and they can be factual. It depends on the purpose of the task, the audience and the genre chosen. How can teachers use digital storytelling in the classroom? They can use it to teach new concepts in any subject area. They can share personal stories or stories from another country. Your students can learn biographical information about different historical figures.
- 5. Types of Digital Stories 1. Personal/Narrative Stories This is the type of digital story assigned by teachers most frequently. These stories can revolve around significant life events, be emotionally charged, and be personally meaningful. If you feel strongly about a certain event or person in your life, you will likely write a powerful script. Narrative stories are narrated with your own voice. 2. Stories that Inform or Instruct This type of digital story is used to convey instructional material in many different areas. These videos can serve as how-to help on websites, available any time of day, anywhere in the world. A good story has a beginning, middle and end.
- 6. 3. Stories that Examine Historical Events Digital stories can be created to recount events from history. People may use historical photographs, newspaper headlines, speeches, and other available materials to craft a story that adds depth and meaning to events from the past.
- 7. 1. Point of View What is the main point of the story and what is the perspective of the author? 2. A Dramatic Question A key question that keeps the viewer's attention and will be answered by the end of the story. 3. Emotional Content Serious issues that come alive in a personal and powerful way and connects the audience to the story. 4. The Gift of Your Voice A way to personalize the story to help the audience understand the context. 5. The Power of the Soundtrack Music or other sounds that support and embellish the story. 6. Economy Using just enough content to tell the story without overloading the viewer. 7. Pacing The rhythm of the story and how slowly or quickly it progresses. The 7 Elements of Digital Storytelling