Digital+Storytelling+in+the+Classroom


 * //__ Digital Storytelling __//**
 * // A digital story is a short film that incorporates still images, video, music, and voice to tell a personal story about a significant experience. //**

Two things make the digital story a unique form. First, the creatornarrates this personal story in his/her own voice. Second, the written script is the heart of a digital story, making the form a powerful vehicle for developing the //writer’s voice.//
 * __ How is a digital story different from other forms of film/video? __**


 * __ What makes a good subject for a digital story? __**
 * (adapted from __Digital Storytelling Cookbook__ by Joe Lambert) **


 * ** Someone who has been important to you: ** The storymay pay tribute to someone who has passed out of your life, or may explore a relationship.


 * ** A significant event in your life: ** The story may reveal a transformation, or simply document an experience.


 * ** A place and its importance in your life **


 * ** What you do: ** Work, hobbies or social commitments.


 * ** Discovery: ** The storymay explore how you uncovered a truth or learned how to do something.


 * ** Recovery: ** The storymay convey the experience of overcoming a tragedy, challenge, or personal obstacle.


 * __ What are the elements of a good a digital story script? __**


 * 1) ** Perspective: ** Through your story you share who you are, what you felt, and what this event, person, or situation means to you. A digital story is written about something you have strong feelings about.


 * 1) ** A Destination: **


 * 1) a point to make
 * 2) a lesson learned
 * 3) an understanding gained
 * 4) or a question to ponder


 * 1) ** Visualization: ** In a digital story, much of the content can be communicated through the images, music, and sound. As the storyteller, you must consider which parts of the story do __not__ need to be told through words.


 * 1) ** Voice: ** A script is written to be spoken. Write the story as you would speak it. Write it as if you were telling it to a friend.


 * __ Learning to Ride __**
 * A digital story script by Rachel Pater**

I’m standing on the outside of the dance floor at my best friend’s wedding. People are slowly making their way to the floor. “Who’s that guy?” I hear someone say with a snicker. That guy is my dad. When I was about ten my dad bought our family a tandem bike. Since we were the only family in the neighborhood with a tandem, the looks we got ranged from curiosity to amazement. Riding past us on their own bikes, a kid might point us out to his friends. “Look! A two-person bike!” Sometimes my dad beat them to the punchline. He’d point and say slyly, but loudly enough for them to hear, “Look Rach! A one-person bike!” I was proud of being different. Set apart from those poor single riders. And I’d laugh, thinking I had the funniest dad in the world. Around some age I got to be too cool for pretty much anything, my dad included. I began making excuses to get out of situations where I might be seen in public with him. I don’t remember the first time I said no to holding both my parent’s hands in public, or the first time I wouldn’t let them tuck me in at night, but I remember the time that ended our regular tandem bike rounds. One day I must have turned down my dad’s suggestion that we take another ride. I don’t remember actually saying no. I do remember that despite my pleading, he walked out the door, casually claiming that it was fine if I didn’t want to go…he was going to take the tandem out by himself. Wondering and fearing what the neighbors would think, after all, the only thing more ridiculous than a two-person bike was one person on a two-person bike, I followed him into the garage. Sure enough, he fastened his helmet, tight-rolled one of his pant legs so it wouldn’t snag in the chain, and called over his shoulder advice that it took me a while to understand. Even longer to appreciate. “Rach, you can’t always care what people think about you.”

(beautifully structured family bstory) (a historical event) (amazing video footage) (a young man reflects on his mother’s relationship with her mother) (a snapshot family story) (a parent explores his young son’s first love) (celebrating a passionate interest/ hobby) (about the role a special place has played in a young man’s life over time) (an exploration of home, identity and race by a Mexican-American girl) (a tribute to a young man’s grandfather. Interesting use of archival footage) (a tribute to a significant place)
 * __ Some good examples of digital stories __****__ (all on youtube) __**
 * // Learning to ride //**** – Rachel Pater **
 * // What are they looking at? – //**** Daniel Meadows **
 * // Home movies – //**** Dana Atchley **
 * // Falsies – //**** Daniel Weinshenker **
 * // The Lesson //**** – Molly Miller **
 * // Ballad of Joe and Nina //**** -- Tim Roessler **
 * // Time Flies – //**** Joe Murray **
 * // Pete’s Grill //**** – Kyle little **
 * // Distance //**** – Marianna Corona **
 * // Josef – //**** Brad Johnson **
 * // Avenue P //**** – Daniel Weinshenker **


 * __ Third Grade Family History Unit __**

__ Process: __ Before beginning unit, students are given several weeks to write a family story at home. They are asked to interview a family member to find out about an interesting story, and write the story using a form provided. Day 1: Day 2: __ Craft: __ Day 3: HW- In class, create list of images you’d like for your story. Bring images to school. __ Day 4: __ __ Day 5: __ __ Day 6: __ __ Day 7: __
 * __ Prior to Unit- Intro to iMovie- __**
 * Create iMovie using 2 pictures and a written story
 * Practice with transitions
 * Share
 * Family History Story: **
 * Share stories from home and determine if there is any missing information that still needs to be collected.
 * Show examples of digital stories (inspiring) and past year’s stories. See below for story details.
 * What makes a digital story powerful?
 * Introduce parameters of our digital stories: 3-6 images.
 * Read aloud teacher’s digital story. Give copies to pairs of students to break into sections and brainstorm images to accompany sections. Share.
 * Brainstorm images that could accompany your story: at least 1 photograph, 1 image in art, and choice of other images. Record on sheet.
 * Watch an additional digital story.
 * What makes this story powerful?
 * Interesting Word Choice lesson using __Owl Moon__ as a mentor text.
 * Individual conferences with students to see where they can add in additional details they found. (Teacher needs to prepare notes ahead of time for each child’s story to make the process go faster.)
 * After conferencing, students should begin rewriting stories with additional details. Others may write independently while waiting.
 * Remind boys of the “Interesting Word Choice” lesson.
 * Continue conferences and drafts.
 * Finish drafts.
 * Determine where page breaks will be in story (where different images will go).
 * Halfway through writing period, **Editing with COPS** minilesson.
 * Practicing reading with expression.
 * Use iPads and record/listen back to reading of story.
 * Teachers will conference with students to determine page breaks in stories and also determine the placement and order of the images.
 * Begin iMovies
 * Will likely take 2-3 periods to complete
 * Recording works best if headphones with microphones are used and also if students can record in private rooms.
 * __ Training and Resources __**

This organization is based in Berkeley, CA, but regularly holds workshops around the country. CDS has taken the lead in developing this genre for decades. Its founder, Joe Lambert, has written several books on digital storytelling. Their public youtube channel: centerofthestory is loaded with interesting stories to browse.
 * Center for Digital Storytelling ** : storycenter.org

Located in nearby Pleasantville, NY, this organization offers semester-long classes in digital storytelling as well as custom-tailored workshops for schools in the area.Their website is loaded with useful resources on visual literacy for schools and teachers.
 * Jacob Burns Film Center and Media Arts Lab: ** education.burnsfilmcenter.org


 * // Please feel free to contact us with any questions you have about how you can bring digital storytelling into your schools and classrooms: //**

Martha Upton mupton@collegiateschool.org Caroline Zoba czoba@collegiateschool.org Chrissie Hirsch chirsch@collegiateschool.org