Digital stories in the classroom …a telling experience A digital telling workshop based on the book to be published by Corwin Press, Fall, 2006 www.jasonOhler.com

Or email: jason.ohler@uas.alaska.edu For information about keynotes, workshops, books, training materials, go to: www.jasonohler.com Or email: jason.ohler@uas.alaska.edu www.jasonOhler.com

About this presentation This PowerPoint presentation consists of materials from my most commonly requested keynotes, presentations and workshops about literacy and storytelling - digital, traditional and organizational - in education, community development, business and art. It is also available as a PDF at www.jasonohler.com/pdfs/dst-master.pdf.sit. I reorder, modify or hide slides depending on the audience and event. You are welcome to use the materials you find here for non-profit, informal, in-house purposes. Please include the Works Cited references at the end if you do. My book, Digital Stories in the Classroom: A Telling Experience, should be ready sometime in Fall, 2006. Comments are always welcome. I can be reached through my website at: www.jasonOhler.com. That’s the story. Jason Ohler, April 10, 2006 jason.ohler@uas.alaska.edu www.jasonOhler.com

I know only thing about the technologies that await us: we will find ways to tell stories with them… www.jasonOhler.com

All my handouts are available… Main site: www.jasonohler.com Storytelling site: www.jasonohler.com/storytelling Email: jason.ohler@uas.alaska.edu

Today’s plan What’s digital storytelling about?

Today’s plan What’s digital storytelling about? Art the 4th R, storytelling…

Today’s plan What’s digital storytelling about? Art the 4th R, storytelling… Assessing digital stories…

Today’s plan What’s digital storytelling about? Art the 4th R, storytelling… Assessing digital stories… Thinking about stories…

Today’s plan What’s digital storytelling about? Art the 4th R, storytelling… Assessing digital stories… Thinking about stories… Story planning…

Today’s plan What’s digital storytelling about? Art the 4th R, storytelling… Assessing digital stories… Thinking about stories… Story planning… Production process…

Today’s plan What’s digital storytelling about? Art the 4th R, storytelling… Assessing digital stories… Thinking about stories… Story planning… Production process… Your turn, show & tell…

What’s digital story telling about? Living, learning, working in the Digital Age…

Story is big…

story

character

filmont

What’s digital storytelling about? stories and storytelling… Living

What’s digital storytelling about? stories and storytelling… speaking new media… Living

What’s digital storytelling about? stories and storytelling… speaking new media… joining the story culture… Living

What’s digital storytelling about? stories and storytelling… speaking new media… joining the story culture… shifting from consumer to producer, prosumer… Living

What’s digital storytelling about? assessment… Learning

What’s digital storytelling about? assessment… content exploration… Learning

What’s digital storytelling about? assessment… content exploration… multiple literacies, intelligences Learning

What’s digital storytelling about? assessment… content exploration… multiple literacies, intelligences blending story & critical thinking… Learning

What’s digital storytelling about? assessment… content exploration… multiple literacies, intelligences blending story & critical thinking… cross-curricular learning… Learning

What’s digital storytelling about? assessment… content exploration… multiple literacies, intelligences blending story & critical thinking… cross-curricular learning… project-based learning… Learning

What’s digital storytelling about? assessment… content exploration… multiple literacies, intelligences blending story & critical thinking… cross-curricular learning… project-based learning… constructivist learning… Learning

What’s digital storytelling about? creativity… Working

What’s digital storytelling about? creativity… team work, leadership… Working

What’s digital storytelling about? creativity… team work, leadership… project management… Working

What’s digital storytelling about? creativity… team work, leadership… project management… effective communication… Working

What’s digital storytelling about? creativity… team work, leadership… project management… effective communication… skill transfer… Working

What’s digital storytelling about? creativity… team work, leadership… project management… effective communication… skill transfer… long term impact, lifelong learning… Working

Begin Art 4th R

Art… the 4th R

artTheFourthR.com " Thanks to the struggle to use multimedia effectively, the language of art is taking center stage; art has become the next literacy… art has become the fourth R."

Why art the 4thR now? WWW Esperanto…

Why art the 4thR now? WWW Esperanto… Assistive technology for the aesthetically challenged- creates “art” middle class…

Why art the 4thR now? WWW Esperanto… Assistive technology for the aesthetically challenged- creates “art” middle class… Real work, real pay

4th R… Then What?

Stories… storytelling, oldest and newest profession, art form…

Stories… storytelling, oldest and newest profession, art form… blends art, learning, culture and modern tools…

Stories… storytelling, oldest and newest profession, art form… blends art, learning, culture and modern tools… favorite teachers were good storytellers…

Stories… storytelling, oldest and newest profession, art form… blends art, learning, culture and modern tools… favorite teachers were good storytellers… students who tell stories own their learning….

Taboo against us telling our own stories

…now everyone gets to tell their own story in their own way… UNTIL DIGITAL AGE …now everyone gets to tell their own story in their own way…

Future of digital storytelling

End Art 4th R

Begin show and assess stories

Assessing digital stories

Assessment Why don’t teachers require more new media projects by students? They don’t feel comfortable assessing them… So, let’s help them…

Assessment story content technique clarity/voice tone/flow/POV media blend literacy artifacts

Assessment Story on the digital stage is just tip of artifact/assessment iceberg…

Assessment Story on the digital stage is just tip of artifact/assessment iceberg… Beneath story: storyboards, story maps, scripts, photos, footage, music, logs, media lists, narratives, treatments…lots of writing “under the radar”…if it ain’t on the page…

DAOW of literacy… Digital storytelling blends a number of literacies…

DAOW of literacy…digital effective, creative, and wise… why, when and when not, as well as what and how to… media literacy…

Media literacy “Media acts as frame, filter on world while appearing to be a clear window”… GOODMAN

Media literacy “Media acts as frame, filter on world while appearing to be a clear window”… GOODMAN Piercing the neocortex… techniques of media persuasion…

Media literacy “Media acts as frame, filter on world while appearing to be a clear window”… GOODMAN Piercing the neocortex… techniques of media persuasion… Understanding media by doing media…

Media literacy “Media acts as frame, filter on world while appearing to be a clear window”… GOODMAN Piercing the neocortex… techniques of media persuasion… Understanding media by doing media… Traditional literacy IS media literacy; V 2.0 essays = advertising…

DAOW of literacy…art 4th R… design, the grammar of art… storytelling = mixed media...

DAOW of literacy…oral timeless skills… timeless skills… works with no, low and high tech… improves expression… video encourages storytelling… expectation of presentation…

DAOW of literacy…written if it ain’t on the page… if it ain’t on the page… language of shared plans… narratives, ideas, scripts, etc… deep processing…

Let’s watch (& assess) some stories! Fast write (3 minutes) Discuss Develop rubric Turn in notes

End show and assess stories

Begin thinking about digital stories

Thinking about stories… Stories are dangerous What stories do Making a story work

Stories are dangerous Art Theater vs. Political theater VS. From Good Ideas Need Love Too by Kay

Two kinds of thinking Story thinking vs. Analytic thinking VS.

Two kinds of thinking Story thinking vs. Analytic thinking VS. Report/ Documentary Story ? Where…?

What do stories do…? provide info container…interface with world… simplify, structure… teach, promote meaning, survival… personalize, create identity… socialize, acculturate… contextualize…

What do stories do…? provide info container…interface with world… simplify, structure… teach, promote meaning, survival… personalize, create identity… socialize, acculturate… contextualize…

What do stories do…? provide info container…interface with world… simplify, structure… teach, promote meaning, survival… personalize, create identity… socialize, acculturate… contextualize…

What do stories do…? provide info container…interface with world… simplify, structure… teach, promote meaning, survival… personalize, create identity… socialize, acculturate… contextualize…

Experiment in context…

story

character

filmont

End thinking about digital stories

Begin story planning…

Once upon a time, there was a … Story planning…

No formulas… only forms of you

What makes a story work…? Honoring listener-teller covenant of respect…

What makes a story work…? Honoring listener-teller covenant of respect… Forward motion thru listener expectation…can’t wait to hear what’s next…

What makes a story work…? Honoring listener-teller covenant of respect… Forward motion thru listener expectation…can’t wait to hear what’s next… What’s next fits but is unexpected- no cliches…

What makes a story work…? Honoring listener-teller covenant of respect… Forward motion thru listener expectation…can’t wait to hear what’s next… What’s next fits but is unexpected- no cliches… Timing, during and overall…

What makes a story work…? Honoring listener-teller covenant of respect… Forward motion thru listener expectation…can’t wait to hear what’s next… What’s next fits but is unexpected- no cliches… Timing, during and overall… Personal details, universal connections…

What makes a story work…? Honoring listener-teller covenant of respect… Forward motion thru listener expectation…can’t wait to hear what’s next… What’s next fits but is unexpected- no cliches… Timing, during and overall… Personal details, universal connections… Internal rhythm thru structure…

What makes a story work…? Honoring listener-teller covenant of respect… Forward motion thru listener expectation…can’t wait to hear what’s next… What’s next fits but is unexpected- no cliches… Timing, during and overall… Personal details, universal connections… Internal rhythm thru structure… Memorability…

What makes a story work…? Pacing… Dramatic question… Gift of voice…unique perspective Soundtrack… Point of view…who’s perspective? Emotional content…mood Economy…balance between storyteller and audience From Digital Storytelling Cookbook Joe Lambert, et al.

What makes a story work…? Principles not rules… Eternal, universal forms, not formulas… Archetypes not stereotypes… Thoroughness not shortcuts… Realities not mysteries of writing… Mastering the art, not second- guessing the market place… Respect, not disdain for audience Originality, not duplication… From Story by McKee

POV…? 1st person…autobiographical… 3rd person…omniscient 3rd person personal… 3rd person magical…be an animal, be an object… community we… them vs. me…

Traditional story planning process 1. Get a story idea 2. Develop storyboard or outline and script

Traditional story boarding Technical direction Angle: Shot: Movement: Audio: Technical direction Angle: Shot: Movement: Audio:

Story board for “We Won’t Leave School” Technical direction None - ambient happy school bus noise Angle: wide Shot: side of bus, going to school Movement: follow bus Audio: music (Born to learn) Technical direction Teacher at door, greeting each child as they enter Angle: wide, zoom in Shot: front of school, students entering Movement: stationary Audio: music, cont.

Story board for “We Won’t Leave School” Technical direction None - voice over with ambient happy school, bus noise Angle: wide Shot: side of bus, going to school Movement: follow bus Audio: music (Born to learn) Script, voice over narration: “Once upon a time there were children so in love with school they refused to leave when summer vacation came. They demanded to keep learning. ‘More math problems!’ they cried.” Teacher at door, greeting each child as they enter http://www.csupomona.edu/~wcweber/325/storybd.htm

Traditional story planning process 1. Get a story idea 2. Develop storyboard or outline and script

NO! Traditional story planning process 1. Get a story idea 2. Develop storyboard or outline and script

New story planning process 1. Get a story idea 2. Develop story map New! 3. Develop storyboard or outline and script

Story mapping… Maps the emotional flow of story… Shows relationship between events and story elements…

Story mapping… Maps the emotional flow of story… Shows relationship between events and story elements… Is simple, no tech required…

Story mapping… Maps the emotional flow of story… Shows relationship between events and story elements… Is simple, no tech required… Happens early in story project…

Story mapping… Maps the emotional flow of story… Shows relationship between events and story elements… Is simple, no tech required… Happens early in story project… Story as information container… students understand story rhythm…

Story mapping… Maps the emotional flow of story… Shows relationship between events and story elements… Is simple, no tech required… Happens early in story project… Story as information container… students understand story rhythm… Works with all storytelling, media… high tech, low tech no tech…

Visual Portrait of Story (VPS) Middle (conflict, growth) challenge opportunity goal Problem (tension) Solution (resolution) “the call to adventure…” closure Ordinary life… “Life” resumes… Beginning End (Dillingham, 2001)

VPS + transformation = quest Middle (conflict, growth) challenge opportunity goal Problem (tension) Solution (resolution) “the call to adventure…” closure Transformation? Ordinary life… “Life” resumes… Beginning End (Dillingham, Ohler 2003)

VPS + transformation = quest “Life” resumes… Beginning End (Dillingham, Ohler 2003)

Story V (vee) Middle Transformation? Beginning End (conflict, growth) challenge opportunity goal Problem (tension) Solution (resolution) “the call to adventure…” closure Transformation? Ordinary life… “Life” resumes… Beginning End (Dillingham, Ohler 2003)

Story V (vee)

Kinds of stories…

VPS + transformation = quest Middle (conflict, growth) challenge opportunity goal Problem (tension) Solution (resolution) “the call to adventure…” closure Transformation? Ordinary life… “Life” resumes… Beginning End (Dillingham, Ohler 2003)

VPS + realization/decision = personal story Middle (conflict, growth) challenge opportunity goal Problem (tension) Solution (resolution) “the call to adventure…” closure realization, decision? Ordinary life… “Life” resumes… Beginning End (Dillingham, Ohler 2003)

VPS + learning = curriculum story Make students heroes of their own learning stories… Middle (conflict, growth) challenge opportunity goal Inquiry (tension) Discovery (resolution) “the call to adventure…” closure learning, growth? Ordinary life… “Life” resumes… Beginning End (Dillingham, Ohler 2003)

VPS + creative focus = art story Middle (conflict, growth) challenge opportunity goal Inspiration (tension) Realization (resolution) “the call to adventure…” closure artistic growth? Ordinary life… “Life” resumes… Beginning End (Dillingham, Ohler 2003)

William Tell and the Little Girl Who Could Fix Computers…” “ William Tell and the Little Girl Who Could Fix Computers…” (I tell a story… we debrief)

Start your story anywhere… Opportunities or challenges for your students? Start here… Middle (conflict, growth) challenge opportunity goal ‘Problem/ resolution scenario you want to flesh out? Start here… Problem (tension) Solution (resolution) Build story around a key transformation you want to illustrate… I rarely start here… closure Transformation? Ordinary life… “Life” resumes… Beginning Do you have a “moral” you want students to understand? Start here and work backwards… End

Kinds of stories…Lambert Stories about someone important… character, memorial stories Stories about an event… adventure, accomplishment stories Stories about place… Stories about what I do… Other personal stories… recovery, love, discovery From Digital Storytelling Cookbook Joe Lambert, et. al.

Kinds of stories…Porter Personal stories…creating living memories Kinship stories…family stories of who we are Hyper-interactive stories…groups, diverse Personal expression…thoughts, feelings… Myths, legends, tales…past, present, future Expository stories…info beyond words… Persuasive stories…influencing others… Itza wrap…stories of lessons learned… Future vision stories…imagining the future now… From DIGITALES by Bernajean Porter

More story maps & organizers…

Aristotle - - Middle - - peripeteia complication anagnorisis Beginning (reversal of fortune) complication anagnorisis (transformation, realization) tying of the knot untying Beginning End (denouement) Aristotle - Story Map/Diagram From THE POETICS by Aristotle

Freytag’s story pyramid From DIE TECHNIK DES DRAMAS by Freytag, 1863

Joseph Campbell From HERO HAS A THOUSAND FACES by Campbell call to adventure moral, lessons learned, changed habits tests challenges problems threshold of adventure rescue resolution resurrection transformation flight helpers From HERO HAS A THOUSAND FACES by Campbell

Breneman Minor climaxes Quick ending after climax From ONCE UPON A TIME - A STORYTELLING BOOK by Breneman and Breneman

McKee Bringing life back into balance…watch “Adaptation”… From STORY by McKee

Treasure map smoother change reversal sharp change steep resolution medium gradual rise to adventure smaller conflict end here… start here… relatively more significant conflict Less structure, more adaptable… begin here or evolve into this approach…?

Adapt-a-map by Michael Christenson, Media Literacy class, 2005

Kieran Egan’s Binary Opposites evaluation story cognitively engage: learn through research, effective pedagogies affectively engage: decide, resolve, mediate through story creation ‘…kids understand story…’ From TEACHING AS STORYTELLING by Egan

Kieran Egan’s Binary Opposites 1. Identifying importance: - What is most important about this topic? Why should it matter to children? - What is affectively engaging about it? 2. Finding binary opposites: - What powerful binary opposites best catch the importance of the topic? 3. Organizing content into story form: - What content most dramatically embodies access to the topic? - What content best articulates the topic into a developing story form? 4. Conclusion: - What’s best way of resolving dramatic conflict inherent in the binary opposites? - What degree of mediation of those opposites is appropriate to ask? 5. Evaluation: - How can one know whether the topic has been understood, its importance grasped and the content learned? From TEACHING AS STORYTELLING by Egan

Story spine by Kenn Adams The platform Once upon a time… Every day… The catalyst: But one day… The consequences: Because of that… The climax: Until finally… The resolution: Ever since then… The moral of this story is… by Adams

Story telling in business & organizations…

Stephen Denning… uses elements of story with groups… story begins imagination process then springboards to group’s issue… blends familiar and unfamiliar effective story plausible, coherent, reasonable… not necessarily true, but rings true… From THE SPRINGBOARD by Stephen Denning

Stephen Denning… Rorschach inkblot phenomenon- input comes from the listener… listeners suspend judgement, tell the “second story,” their story… your solution not theirs, but helps them imagine theirs… big S, little s… From THE SPRINGBOARD by Stephen Denning

Annette Simmons… info overload- faith, trust everything… when listeners make your story theirs, they’ve tapped into that faith… story as trance…shoulders drops… aikido, using their momentum, not yours people don’t care how much you know until they know much you care… From THE STORY FACTOR by Annette Simmons

Annette Simmons…6 stories Who I am stories – self-disclosure; vulnerability without exploitation… Why am I here stories – what’s in it for you, before what’s in it for them… Vision story – making “invisible visible, at least in their mind’s eye.” “A vision story is an antidote to meaningless frustration.” From THE STORY FACTOR by Annette Simmons

Annette Simmons…6 stories 4. Teaching stories- clarity without buy-in is counter productive… 5. Values in action stories- how many stories can you tell that demonstrate values you profess to hold… 6. I know what you are thinking stories- dispels fears without direct confrontation… From THE STORY FACTOR by Annette Simmons

Larry Pruzak… Most stories = transformation stories As knowledge becomes more valuable, so do stories… Four qualities of a story: 1) endurance, 2) salience (punch), 3) sensemaking (true to one’s one sense of things), 4) comfort level From STORYTELLING IN ORGANIZATIONS by Larry Prusak, et al

Larry Pruzak…kinds of stories Stories about other people employees try to answer questions about each other’s reliability, trust, knowledge… gossip? Stories about work trying to teach other…managers should encourage storytelling… From STORYTELLING IN ORGANIZATIONS by Larry Prusak, et al

Larry Pruzak…kinds of stories Stories about the organization help each other, make sense of work by telling work stories…RumorMill Timeless stories us against them… I do all the work around here… The reward is disproportionate to the effort… From STORYTELLING IN ORGANIZATIONS by Larry Prusak, et al

Larry Pruzak…kinds of stories Context stories - true at the moment RumorMill… Stories as social bonding phatic speech (content irrelevant, the point is to bond)… Stories as signals architecture, organiz. structures, etc. From STORYTELLING IN ORGANIZATIONS by Larry Prusak, et al

Larry Pruzak…kinds of stories Stories about the past often constrain present; facts, nuance lost, all that remains is the story… Stories about the future getting past the past… Stories about life itself teach each other about life at work… From STORYTELLING IN ORGANIZATIONS by Larry Prusak, et al

Larry Pruzak…kinds of stories Stories about Oneself When you talk to yourself, who is talking to whom? From STORYTELLING IN ORGANIZATIONS by Larry Prusak, et al

John Seely Brown… thru narrative, show how general is rooted in the particular… narrative has context (specific) and moral (general)… communities of practice to tell stories …Xerox repair people… particulars that led to useful generalities… From STORYTELLING IN ORGANIZATIONS by John Seely Brown, et al

John Seely Brown… PARC wired coffee pots… explaining new technologies thru storyboards, short videos… “What’s so interesting about a story is that it always gets repurposed in the context in which it’s told.” From STORYTELLING IN ORGANIZATIONS by John Seely Brown, et al

Katlina Groh…ed film maker good stories have salience (emotional punch line), emotional transitions, authenticity (1st person) the point in telling your story is to discover the audience’s story… best way to get info with subjects is not Q and A, but you tell a story then invite them to tell a story… From STORYTELLING IN ORGANIZATIONS by Katlina Groh, et al

Katlina Groh…ed film maker life is a story we invent… From STORYTELLING IN ORGANIZATIONS by Katlina Groh, et al

Denning…why narrative? stories have salience to the lives of people in organizations… stories help us make sense of organizations… storytelling is quick and powerful… storytelling is free… storytelling skills easily upgradable… From STORYTELLING IN ORGANIZATIONS by Denning, et al

Denning…why narrative? narrative communicates naturally (storytelling is our native language)… storytelling communicates collaboratively… storytelling communicates persuasively… stories can communicate holistically… From STORYTELLING IN ORGANIZATIONS by Denning, et al

Denning…why narrative? storytelling communicates context… storytelling communicates intuitively… storytelling communicates entertainingly… storytelling communicates movingly so as to get action… storytelling flies under corporate radar From STORYTELLING IN ORGANIZATIONS by Denning, et al

Denning…why narrative? storytelling communicates feelingly… storytelling communicates interactively… storytelling is memorable… storytelling spurs double-loop… storytelling is key to leadership… storytelling builds authenticity… From STORYTELLING IN ORGANIZATIONS by Denning, et al

Denning…why narrative? storytelling reconnects the speaker with the spoken… storytelling re-connects the knower with the known… stories are a large part of the economy (20% if American’s GDP)… From STORYTELLING IN ORGANIZATIONS by Denning, et al

? Other kinds of stories…

Other kinds of stories… blends 2 diagrams by McKee…

Other kinds of stories… non-universal stories… Barre Toelken, Director of the Folklore Program, Utah University

Other kinds of stories… non-universal stories… Barre Toelken, Director of the Folklore Program, Utah University circular, non-linear stories… House Made of Dawn (Momaday), Pulp Fiction, If You Give a Mouse…

Other kinds of stories… non-universal stories… Barre Toelken, Director of the Folklore Program, Utah University circular, non-linear stories… House Made of Dawn (Momaday), Pulp Fiction, If You Give a Mouse… user-driven stories, games ending #1…? ending #2…?

Other kinds of stories… non-universal stories… Barre Toelken, Director of the Folklore Program, Utah University circular, non-linear stories… House Made of Dawn (Momaday), Pulp Fiction, If You Give a Mouse… user-driven stories, games learn rules, break rules… my photography teacher ending #1…? ending #2…?

Other kinds of stories… non-universal stories… Barre Toelken, Director of the Folklore Program, Utah University circular, non-linear stories… House Made of Dawn (Momaday), Pulp Fiction, If You Give a Mouse… user-driven stories, games learn rules, break rules… my photography teacher experience all kinds of stories, make your own maps… ending #1…? ending #2…?

End story planning…

Begin Transformation

Trans-formation

What’s the nature of transformation? Middle (conflict, opportunity) challenge opportunity goal Problem (tension) Solution (resolution) closure Transformation? Ordinary life… “Life” resumes… Beginning End

8 Levels of character transformation… Physical/kinesthetic - strength, dexterity, realizing potential Inner strength - courage, realizing potential

8 Levels of character transformation… Physical/kinesthetic - strength, dexterity, realizing potential Inner strength - courage, realizing potential Emotional - maturity, realization Moral - conscience, realizing “right”

8 Levels of character transformation… Physical/kinesthetic - strength, dexterity, realizing potential Inner strength - courage, realizing potential Emotional - maturity, realization Moral - conscience, realizing “right” Psychological - insight, self-awareness, realization, revelation Social - realizing responsibility

8 Levels of character transformation… Physical/kinesthetic - strength, dexterity, realizing potential Inner strength - courage, realizing potential Emotional - maturity, realization Moral - conscience, realizing “right” Psychological - insight, self-awareness, realization, revelation Social - realizing responsibility 7. Intellectual/creative - learning, problem solving, critical thinking, realizing new understandings 8. Spiritual - awakening, revelation

8 Levels of character transformation… Physical/kinesthetic - strength, dexterity, realizing potential Inner strength - courage, realizing potential Emotional - maturity, realization Moral - conscience, realizing “right” Psychological - insight, self-awareness, realization, revelation Social - realizing responsibility 7. Intellectual/creative - learning, problem solving, critical thinking, realizing new understandings 8. Spiritual - awakening, revelation

Bloom’s taxonomy as transformation… Level Kind Explanation #6 Evaluation Character assesses situation, critiques and/or defends idea, person; evaluates a situation in order to respond to it… #5 Synthesis Character pieces together parts to form new understanding of situation… #4 Analysis Character deconstructs a situation, distinguishes among options, plans or organizes something, compares and contrasts different things… #3 Application Character discovers, constructs or changes something; applies understanding to a new situation… #2 Comprehension Character explains, interprets, predicts something… #1 Knowledge Character knows, remembers, describes something…

Transformation verbs- - decide, mediate, balance… solve, figure out, unravel, believe… realize, understand, see (insight)… learn, change, grow, evolve, master… prevail, lose, give up, succeed, let go fall (love, ethics)… fate, luck? your turn… show vs. tell

Who transforms? characters, listeners, both… consciously, unconsciously, both… internally, externally, both… Internal vs. external: …slaying personal dragons vs. slaying real dragons…

Docudrama (Mockumentary) Continuum of transformation… Docudrama (Mockumentary) Report/ Documentary Story ? Focus: characters change… listeners change with them… Focus: listener changes thru learning… POV (narrator, docu-protagonist) can change too…

End Transformation

Tea Break? take 15…

Begin production process

Thinking about the production process... amplifier effect tech teaching tips rule of 80/20 media grammar

Amplifier effect What happens when you give a bad guitar player a bigger amplifier?

Amplifier effect What happens when you give a bad guitar player a bigger amplifier? Moral: Focus on the story first…

Edwina’s 4 tech teaching tips: Don’t fear 10 year olds who know more than you; deputize them…

Edwina’s 4 tech teaching tips: Don’t fear 10 year olds who know more than you; deputize them… 2. Be kind to your techies…

Edwina’s 4 tech teaching tips: Don’t fear 10 year olds who know more than you; deputize them… 2. Be kind to your techies 3. Practice Zen Tech, not Zantac…

Edwina’s 4 tech teaching tips: Don’t fear 10 year olds who know more than you; deputize them… 2. Be kind to your techies 3. Practice Zen Tech, not Zantac 4. Have fun… of course!

Rule of 80/20

Rule of 80/20 - costs, resources - - project completion - Last 20% First 80% - project completion -

Rule of 80/20 - costs, resources - - project completion - Last 20% the production wall - costs, resources - last 80% glitz, fixing every little thing… Hitting the production wall 20% Last 20% First 80% - project completion -

Rule of 80/20 - costs, resources - My advice? Forget the last 20%!!! First 80% - project completion -

Media grammar… lighting… sound… steady shots… mixing… CRAP design (Williams) …unless on purpose… ‘Media have their own grammar…’ McLuhan

Tech tips…recording narrative fixed mike… encourages reading… head phone set… encourages movement, expression while sitting… wireless mike… encourages performing, movement, expression… test twice, record once… record, assess, then re-record…

Tech tips…chroma keying sticky note yucky green… send note home NOT to wear green… fix camera, do not move… artwork created lengthwise on paper… students move away from middle… artwork focused on sides…

Tech tips…music, sound music, sound mix typically needs work…too much conflict… music without lyrics creates less interference with narrative… “inter” mix music, narrative… 30 second loops…

Elements of the production process... Step one? Step two? ..then what? Elements of the production process...

- GOING DIGITAL, BASIC PROCESS - Pre-production Post-production Performance Distribution Production ideas, story storm VPS peer pitch storyboard, scripting make media list gather materials make voiceover, music take pics, video scan pics, objects formative review by peers, teachers edit media assemble all media into one product mix, add transitions, titles final edit of product credits, citations showing in class, community web posting local TV? JUMP DVD? notifying others

- MAKING A CAKE, BASIC PROCESS - Pre-production Post-production Performance Distribution Production get recipe consult others read through process gather ingredients make dough make frosting assemble bake let cool frost decorate add candles credits, citations for those who helped cut the cake distribute, share seconds anyone? take leftovers to work share recipe

Typical digital story (for now) 2-4 minutes uses “standard” (usually cheap) end user gear still pictures (scanned objects, old photos, digital photos) voice-over narration titles, transitions, music

Emerging digital stories… video, green screen… oral storytelling, original art, music… voice-over animation… VR? holography? haptics? etc? interactivity, games… distributed, shared stories… …whatever comes, we will tell find ways to tell stories with it…

Kinds of digital stories… Traditional DEOST Digital ? Media scale Where…? performance, role of human voice…? level, role of technology…? amount, kind of editing…?

Finding resources…

Basic ingredients? images, pictures… voice-over; self, interviews software additions: transitions and titles… music, sounds, noises, found sound… video, animation perhaps…

Finding images…? - digital photos… web images © … image services… scanned images… scanned things… video, video still shots…

What can you scan…? - photos, greeting cards, letters, report cards, personal papers… fabric, jewelry, keys, watches, medals…any small object… flowers, leaves, book covers, hair braids, drawings, mementos, art work, wall paper… anything Adapted from DIGITALES by Bernajean Porter

Curriculum images…? - lesson plans, portfolios… student work, text books… parent comments, school board minutes, report cards… primary, secondary sources… web sites, blogs…

Whence come sounds, music? - voice over, interviews, poetry readings, sound track from old videos, web sounds, effects…

Whence come sounds, music? - voice over, interviews, poetry readings, sound track from old videos, web sounds, effects… CDs, web, movies ©, GarageBand etc., singing, playing…friends…

Whence come sounds, music? - voice over, interviews, poetry readings, sound track from old videos, web sounds, effects… CDs, web, movies ©, GarageBand etc., singing, playing…friends… found sounds, recording and/or processing sounds…

Web resources…? Graphics Sounds, music - animationstation.com backgroundcity.com creativecommons.org freefoto.com freegraphics.com freephotographs.net fresherimage.com office/microsoft.com pics4learning.com stockedphotos.com freemusic.com freeplaymusic.com Google (burp+sound) ljudo.com pacdy.com/sounds/index.html sounddogs.com stonewashed.net/sfx.htm - wavecentral.com

Digital Storytelling sites… Bernajean Porter - http://www.digitales.us/ Capture Wales - http://www.bbc.co.uk/wales/capturewales/ Center for Digital Storytelling Dana Atchley, Next Exit - http://www.nextexit.com/nextexit/nextframeset.html David Brear - http://members.shaw.ca/dbrear/dst.html Digital Storytelling Association - http://www.dsaweb.org/ Digital Clubhouse Network - http://www.digiclubnyc.org/digital_storytelling/index.html Maricopa - http://www.mcli.dist.maricopa.edu/learnshops/digital/examples.php Media festival - http://www.mediafestival.org/ Using Digital storytelling in VET: experiences and reflections http://www.icvet.tafensw.edu.au/ezine/year_2006/feb_apr/feature_digital_storytelling.htm Tom Banaszewski - Teach Story - http://www.teachstory.com/

Digital Storytelling articles… Digital Storytelling Finds Its Place in the Classroom Tom Banaszewski • Educator/Multimedia Author, Lexington, MA http://www.infotoday.com/mmschools/jan02/banaszewski.htm Co-authoring identity: Digital storytelling in an urban middle school Alan Davis www.thenjournal.org:16080/feature/61/ Telling Tales- Project brings sixth-graders' storytelling skills to surface Dave Ford, Chronicle Staff Writer Friday, January 19, 2001 www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2001/01/19/WB175935.DTL The World of Digital Storytelling Dr. Jason Ohler, President’s Professor, Educational Technology, Univ. of Alaska Education Leadership Magazine, December 2005/January 2006 www.jasonohler.com/pdfs/digitalStorytellingArticle-1.pdf

Going into production…

Step i. Pre-pre production… check to make sure you have equipment…

Step i. Pre-pre production… check to make sure you have equipment… clear spot in your curriculum…

Step i. Pre-pre production… check to make sure you have equipment… clear spot in your curriculum… got tech help?

Step i. Pre-pre production… check to make sure you have equipment… clear spot in your curriculum… got tech help? start learning software…

Step I. Pre-production #1… story storm develop problem/resolution, transformation table with class… select problem, develop story map individually… peer pitch (Theodosakis) tell story, adjust…

Step I. Pre-production #1… story storm develop problem/resolution, transformation table with class… select problem, develop story map individually… peer pitch (Theodosakis) tell story, adjust…

Step I. Pre-production #1… story storm develop problem/resolution, transformation table with class… select problem, develop story map individually… peer pitch (Theodosakis) tell story, adjust…

Step I. Pre-production #1… story storm develop problem/resolution, transformation table with class… select problem, develop story map individually… peer pitch (Theodosakis) tell story, adjust…

Step I. Pre-production #2… focus literacy? Tell, write, rewrite …paragraphs, bullets? focus oracy? Tell, write, retell… focus art? Create story picture… focus digital literacy? Create, edit…on message? tell, retell… write, rewrite…

Step I. Pre-production #2… focus literacy? Tell, write, rewrite …paragraphs, bullets? focus oracy? Tell, write, retell… focus art? Create story picture… focus digital literacy? Create, edit…on message? tell, retell… write, rewrite…

Step I. Pre-production #2… focus literacy? Tell, write, rewrite …paragraphs, bullets? focus oracy? Tell, write, retell… focus art? Create story picture… focus digital literacy? Create, edit…on message? tell, retell… write, rewrite…

Step I. Pre-production #2… focus literacy? Tell, write, rewrite …paragraphs, bullets? focus oracy? Tell, write, retell… focus art? Create story picture… focus digital literacy? Create, edit…on message? tell, retell… write, rewrite…

Step I. Pre-production #2… focus literacy? Tell, write, rewrite …paragraphs, bullets? focus oracy? Tell, write, retell… focus art? Create story picture… focus digital literacy? Create, edit…on message? tell, retell… write, rewrite…

Step I. Pre-production #3… story board/outline; PowerPoint? paper? assemble pictures? develop script for narration… develop media list from story map, storyboard, outline… gather materials…

Step I. Pre-production #3… story board/outline; PowerPoint? paper? assemble pictures? develop script for narration… develop media list from story map, storyboard, outline… gather materials…

Step I. Pre-production #3… story board/outline; PowerPoint? paper? assemble pictures? develop script for narration… develop media list from story map, storyboard, outline… gather materials…

Step I. Pre-production #3… story board/outline; PowerPoint? paper? assemble pictures? develop script for narration… develop media list from story map, storyboard, outline… gather materials…

Step I. Pre-production artifacts story map storyboard or outline media list narration script raw media logs everything can be assessed…

Step II. Production… create voiceover narration take, find, scan pics, objects make, find music & sounds shoot video, conduct interviews prep media for use formative review?

Step III. Post-production… final edit of media components assemble into one product mix sound, volume add transitions, titles credits, citations, © final edit

Step IV. Performance, distrib. show/tell in class show to peers, community web posting…DVDs? local TV, JUMP in your town? portfolio, send home with parents? …don’t forget notices…

Step V. Post-post production… Reflection… Students have learned a lot… What do you want them to think about? Remember? What was learned? What would you do different next time? Story map their growth?

End production process

Begin copyright process

© Copyright & Intellectual Rights…

© Common sense, decency… Living in the gray area… Ms. Manners says: citation permission compensation Golden rule incomplete but great place to start… ©

© The law - Fair Use 4 criteria… Purpose, character of your work -more non-profit, the better… Nature of copyrighted work - more factual, less creative the better… Amount and substantiality of portion used - less taken, the better… Effect upon sales, market - less effect, the better… © Adapted from Copyright kids

© The law - multimedia projects… music, video, motion media: 10% or no more than 30 seconds… words: 10% but not > 1000 words … illustrations, photos: vaguer; no more than 5 images by artist; collected work: 10% or no more than 15 images… © From University of Texas General Counsel’s office…

© The law - life in the gray zone… Question: if rules are followed, can students post their work to the web? Answer: I think it's probably fine for students to post works to a school network if the work limits the amount of others' works to a small portion. Thirty seconds is certainly a good guideline, but it's not really a firm rule. The rule is more like, "keep it as small as you can and still make your point." Thus, in some cases, less than 30 will be needed; in other cases, more. But it really needs to be a thoughtful exercise in coming to the conclusion about what you need to make your point.” “ © From a copyright consultant…

© Avoiding the gray zone… be paranoid… always ask permission… create your own material… use friends’ (& their friends’) materials use materials from sites set up for free/less restrictive use… ©

© Should students copyright? creating it copyrights it… adding “Copyright © year name” is better… applying for formal copyright is best… but, others less likely to show it… include statement about use… make sure contact info clear… ©

© Other permission issues… what is your school’s policy for posting, sharing student work? parent permission needed? who appears in your story? okay? difference between minors & majors… art vs. journalism… free speech, liable, slander… ©

Web resources…? Graphics Sounds, music - animationstation.com backgroundcity.com creativecommons.org freefoto.com freegraphics.com freephotographs.net fresherimage.com office/microsoft.com pics4learning.com stockedphotos.com freemusic.com freeplaymusic.com Google (burp+sound) ljudo.com pacdy.com/sounds/index.html sounddogs.com stonewashed.net/sfx.htm - wavecentral.com

© Good copyright links… Univ. of Texas, Office of Gen. Counsel http://www.utsystem.edu/ogc/intellectualproperty/ccmcguid.htm#5 Copyright Kids http://www.copyrightkids.org Learning & Leading with Technology http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_32_2005_2004_/April_No_7_1/April_2005.htm Tech Learning Guidelines www.techlearning.com/copyrightguide Copyright Condensed http://www.groton.k12.ct.us/teacherLinks/ ©

© Citing web sources… MLA <www.mla.org> To generate MLA and APA citations: http://citationmachine.net Citing a web site For the material on this slide, it is: “Using Modern Language Association (MLA) Format." OWL at Purdue University: Using Modern Language Association (MLA) Format. Online Writing Lab (OWL), Purdue University. 03 Apr. 2006 <http://owl.english.purdue.edu/handouts/research/r_mla.html>. Citing a web image Artist if available. "Description or title of image." Date of image. Online image. Title of larger site. Date of download. <electronic address>. © From Purdue’s Online Writing Lab …

© Works cited… Website information, MLA format Images in top bar Harper, Georgia. "Fair Use Guidelines For Educational Multimedia." Multimedia Fair Use Guideline (CCUMU). University of Texas General Counsel Office. 04 Apr. 2006 <http://www.utsystem.edu/ogc/intellectualproperty/ccmcguid.htm#5>. "Copyright Basics." Copyright Kids!. Copyright Kids. 04 Apr. 2006 <http://www.copyrightkids.org/cbasicsframes.htm>. "Using Modern Language Association (MLA) Format." OWL at Purdue University: Using Modern Language Association (MLA) Format. Online Writing Lab (OWL), Purdue University. 03 Apr. 2006 <http://owl.english.purdue.edu/handouts/research/r_mla.html>. Images in top bar © Comedy-tragedy mask: “21724700drama.thb.jpg.” Part of the Clipart.com collection that I subscribe to. Rooftop scene: Excerpt from Then What? cover, created by Jeri Smith, 2001. I purchased this in 2001.

End copyright process

Begin “teaching DST @ a distance”

Teaching DST @ a distance… Course development… In 2006, 15 rural teachers in Alaska took ED 697: DST for Teachers, @ a distance… this is their story…

Teaching DST @ a distance… Course development… Adapting materials to the CMS… In 2006, 15 rural teachers in Alaska took ED 697: DST for Teachers, @ a distance… this is their story…

Teaching DST @ a distance… Course development… Adapting materials to the CMS… Begin with a story… In 2006, 15 rural teachers in Alaska took ED 697: DST for Teachers, @ a distance… this is their story…

Teaching DST @ a distance… Course development… Adapting materials to the CMS… Begin with a story… Build online community… In 2006, 15 rural teachers in Alaska took ED 697: DST for Teachers, @ a distance… this is their story…

Teaching DST @ a distance… Course development… Adapting materials to the CMS… Begin with a story… Build online community… Media pedagogy… In 2006, 15 rural teachers in Alaska took ED 697: DST for Teachers, @ a distance… this is their story…

Teaching DST @ a distance… Course development… Adapting materials to the CMS… Begin with a story… Build online community… Media pedagogy… How to perform? In 2006, 15 rural teachers in Alaska took ED 697: DST for Teachers, @ a distance… this is their story…

Teaching DST @ a distance… Course development… Adapting materials to the CMS… Begin with a story… Build online community… Media pedagogy… How to perform? Reflection… In 2006, 15 rural teachers in Alaska took ED 697: DST for Teachers, @ a distance… this is their story…

End “teaching DST @ a distance”

Begin “you create”

Your turn! Story storm… Map your story… Peer pitch it… Tell it, write it… Storyboard it… Create media list… Go digital…

Story spine by Kenn Adams The platform Once upon a time… Every day… The catalyst: But one day… The consequences: Because of that… The climax: Until finally… The resolution: Ever since then… The moral of this story is… by Adams

Story storming Problem Solution Transformation

Your turn! Story storm… Map your story… Peer pitch it… Tell it, write it… Storyboard it… Create media list… Go digital…

Your turn! Story storm… Map your story… Peer pitch it… Tell it, write it… Storyboard it… Create media list… Go digital…

Stand up & tell a story? YIKES!!! Story training…

Traditional storytelling… timeless skill set… Why is it important?

Traditional storytelling… timeless skill set… used hi tech, no tech, low tech… Why is it important?

Traditional storytelling… timeless skill set… used hi tech, no tech, low tech… video becoming easier, cheaper, encouraging oral storytelling… Why is it important?

Traditional storytelling… timeless skill set… used hi tech, no tech, low tech… video becoming easier, cheaper, encouraging oral storytelling… media presentation expected… Why is it important?

Traditional storytelling… timeless skill set… used hi tech, no tech, low tech… video becoming easier, cheaper, encouraging oral storytelling… media presentation expected… every age has its water cooler… Why is it important?

Traditional storytelling… performance literacy… sound, motion, expression…(Dillingham) exercises

Traditional storytelling… performance literacy… sound, motion, expression…(Dillingham) show us our face… exercises

Traditional storytelling… performance literacy… sound, motion, expression…(Dillingham) show us your face… look, no arms… exercises

Traditional storytelling… performance literacy… sound, motion, expression…(Dillingham) show us your face… look, no arms… two voices… exercises

Traditional storytelling… performance literacy… sound, motion, expression…(Dillingham) show us your face… look, no arms… two voices… tasting, sensing, feeling… exercises

Your turn! Story storm… Map your story… Peer pitch it… Tell it, write it… Storyboard it… Create media list… Go digital…

Your turn! Story storm… Map your story… Peer pitch it… Tell it, write it… Storyboard it… Create media list… Go digital…

Let’s hear some stories… “ REPORTING IN” ACTIVITY Let’s hear some stories…

Works cited Diagrams, books cited Bloom, Benjamin, and David Krathwohl. Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: Longmans, Green, 1956. Breneman, Lucille, and Bren Breneman. Once Upon a Time - A Storytelling Handbook. Chicago: Nelson-Hall, 1983. Brown, John Seely, Stephen Denning, Katalina Groh, and Laurence Prusak. Storytelling in Organizations. Oxford: Heinemann, 2005. Campbell, Joseph, and Krathwohl. The Hero with a Thousand Faces. Princeton: Princeton University Press, 1973. Denning, Stephen. The Springboard - How Storytelling Ignites Action in Knowledge-Era Organizations. Oxford: Heinemann, 2001. Dillingham, Brett. "Performance Literacy." The Reading Teacher Sept. 2005: 72-75.Egan, Kiernan, and . Teaching as Story Telling. Chicago: Chicago Press, 1989. Freytag. Die Technik des Dramas (Technique of Drama). 1863. Goodman, Steven. Teaching Youth Media. New York: Teacher's College Press, 2003.

Works cited Diagrams, books cited, continued… Kay, A. (1996). Revealing the elephant: The use and misuse of computers in education. Sequence, 31(4), 1-2. Lambert, Joe. Digital Storytelling Cookbook and Traveling Companion. 3 ed. Berkeley: Digital Diner Press, 2003. McKee, John. Story- Substance, Structure, Style and the Principles of Screenwriting. New York: HarperCollins, 1997. McLuhan, M. (1964). Understanding media: The extensions of man. New York: McGraw-Hill. MomaDay, N. Scott. House Made of Dawn. New York: HarperCollins, 1969. Numeroff, Laura Joffe. If You Give a Mouse a Cookie: New York: Laura Geringer, 1985. Porter, Bernajean. Digitales: The Art of Telling Digital Stories. Sedalia: Porter Publications, 2004. Simmons, Annette. The Story Factor. Cambridge: Perseus Books, 1997. Tarantino, Quentin. Pulp Fiction. 1994. Telford, Kenneth. Aristotle Poetics, Translation and Analysis. Chicago: Regenery, 1970. Theodosakis, Nikos. Director in the Classroom. San Diego: Tech4Learning Publishing, 2001. Toelken, Barre. "The Icebergs of Folktale: Misconception, Misuse, Abuse." Who Says? Essays on Pivotal Issues in Contemporary Storytelling. Ed. Carol Birch. Little Rock: August House, 1996. 35-63.

Works cited Graphics, photos, from Clipart.com (thru an annual fee): Angry lady: fear-anger-lady-19066489.jpg Baby with luminescent computer: 32354173babyComputer.jpg Ball and chain: allAndChain-1835320.jpg Comedy-tragedy-masks: 21724700drama.thb.jpg Committee: 2359488committee.jpg Computer director: 20856935director.jpg Digital camera (part of media collage in bubble): 20076414digital.jpg Dragon on knight’s chest: 14697971dragon.jpg Kid in movie theater: 19016181theater.jpg Kid painting: kid-painting-20160430.gif Kid thinking 30899756kidThinking.thb.jpg Kid with A+ paper: 22316907evaluation.thb.jpg Kid with magnifying glass: 19121841evaluation2.jpg Knight: 19884228knight.jpg Looking For: 21031472lookingFor.jpg Mind, Idea, lightbulb Ouch: Ouch-22029918.jpgstairs.jpg Puppet stage: punchnjudy-22091633.gif Storyteller to child in bed, g0165059.thb Sunglasses on kid: 21793429sunglasses.jpg Sunglasses: 20677551sunglasses.jpg Teacher in purple jacket Theater audience: 19016493theaterAudience.jpg Yin-yang-3074759.jpg

Works cited Graphics, photos, from other sources: Cow lips: http://212.43.196.62/pix/pix_tn/CowLips.jpg Fourth R on easel - citation lost Hannah, with permission from parents. Picture of Don King/Howard Dean on stage before a crowd, from Chris Bischoff (chris@clbischoff.com) Savoonga kids (with permission from parents), 1997. Sticking tongue out (baby)- source unknown. Then What? cover, by Jeri Smith, 2001. Totem Pole picture by Philip Greenspun. Picture was found at: http://photo.net/photo/pcd1661/ketchikan-totem-23.tcl; Philips home page is: http://philip.greenspun.com Totem Pole picture by Dodge, Jack and Mary. "picture of Mary at totem pole ." Travel: Americas: US: Alaska, Kenai Fjords. June 2004. jackandmaryetc.com. 07 Apr. 2006 <http://jackmaryetc.com/Travel/US/Alaska/Alaska1.htm>. Wearing computer: Proceedings of the IEEE, Vol. 86, No. 11, November, 1998 WearComp as a new framework for Intelligent Signal Processing Steve Mann, 1998 (found at http://images.google.com/imgres?imgurl=http://wearcam.org/wearcomp4small.jpg&imgrefurl=http://wearcam.org/hi/&h=1024&w=700&sz=68&tbnid=vX8sgpcVWZtccM:&tbnh=150&tbnw=102&hl=en&start=1&prev=/images%3Fq%3Dwearcomp%26svnum%3D10%26hl%3Den%26lr%3D%26safe%3Doff%26sa%3DG)

Works cited Copyright source info from web Harper, Georgia. "Fair Use Guidelines For Educational Multimedia." Multimedia Fair Use Guideline (CCUMU). University of Texas General Counsel Office. 04 Apr. 2006 <http://www.utsystem.edu/ogc/intellectualproperty/ccmcguid.htm#5>. "Copyright Basics." Copyright Kids!. Copyright Kids. 04 Apr. 2006 <http://www.copyrightkids.org/cbasicsframes.htm>. "Using Modern Language Association (MLA) Format." OWL at Purdue University: Using Modern Language Association (MLA) Format. Online Writing Lab (OWL), Purdue University. 03 Apr. 2006 <http://owl.english.purdue.edu/handouts/research/r_mla.html>. Other resources Adams, Kenn. The Story Spine. One source for this is: http://www.creativityzone.ca/ResourceZone_Subpages/Games_Subpages/01.html Christenson, Michael. Adapt-a-Map, story map created of an advertisement for Media Literacy class, 2005. Microsoft clipart. Storyboard template: http://www.csupomona.edu/~wcweber/325/storybd.htm This is version 5 of this presentation. Original file name: dst-V5.ppt. Last modified April 10, 2006.