This blog is to be used to discuss readings, share new readings found, share information on the video products used in the course and helpful hints on how to complete the assignments for the course!
In the process of completing the readings for this week I am reminded of a program post-Katrina where high school students were given cameras to document their stories of recovery. I can find lots of digital stories on the subject but nothing about this project. Does anyone know or remember hearing about it?
I'm not familiar with the Katrina project, however, there was a documentary completed along the same lines (having students/children use cameras to capture their lives) . . . I'm not sure what context you were hoping for - whether you were looking for Katrina references or children using technology?? The documentary was called "Born into Brothels" and was about the sex/slave industry in India. Anyway, a young journalist gave the children cameras to document a day in their lives. It was very powerful and won several awards - but again, it might not really be what you were hoping for. A Google search will give you more information if you want it.
I find the readings for this week very fascinating as I have always loved to write. I sense that this new way to create stories will be catching on in education like wild fire because so many people will be able to express themselves who previously never even would have considered the possibility. I look forward to being able to implement the use of digital storytelling media with my future students. After viewing "The Look," "My Story," and "Breaking Free," I find myself contemplating the potential of this great tool not only in education, however, in many other humanitarian ways. I really feel that our readings provide a very nice foundational outline for using this technology in the classroom...hopefully granting us the ability to tap deeper into the minds of our students and ultimately providing a means that which grants the students a sense of both ownership and empowerment.
I found the last article posted to read this week, Digital Storytelling Finds Its Place in the Classroom, the most helpful. In the yellow box on the right side of the page, the author gives tips for using iMovie in the classroom. His suggestion of using parent volunteers to operate a video camera is a great idea. I have a parent help with formatting, spacing, margins, etc. when my 4th graders are typing parts of their Science Fair projects.
For creating a voice over for a video, a parent volunteer could take a small group of students to an empty classroom or workroom - somewhere quiet to record the voice over.
I remember the Katrina Stories that Carolyn is speaking about. I think these were little stories by students?? in New Orleans that CNN gave video cameras to so that they could document what their lives are like after the storm.
The first article “Educational Uses of Digital Storytelling” is also very helpful. It gives the detail about digital Storytelling in Educational way. I learned a lot from this article, such as “how to educational use digital storytelling”, “Educational goals and objectives of digital storytelling”, and “Create a digital storytelling step-by-step”, etc. Concerning with copyrights, I would like to ask a question to my peers, “Where do you get pictures when you create a storytelling or a storyboard?”
I found the readings interesting as well. I, unlike Anna, haven't never thought myself a good writer and so don't like to do it. However, when looking at the readings, it inspires me a bit by seeming so clearcut and simple. You don't have to have a novel to complete our projects, just the simple story and figuring out the best way to present it.
The readings for the first week were all interesting and informative in their own way. I found the first website very informative and helpful. I also liked the Cookbook, which I believe was the last posted reading. Even though it was only part of the entire book, the Cookbook contained pretty much everything that a person would need to get started in digital storytelling. Through all the readings, the big idea that jumped out at me was the idea that digital storytelling is more about the writing and story than the video. I believe this is an area where teachers should focus the students. I could see how it would be difficult to get students to concentrate more on the writing than playing with the video aspects like transitions and effects.
I am not sure if this is the project that I was looking for but here is a link to how students in the classroom where using digital storytelling to help with their own recovery after Katrina.
I found this week reading interesting. The first article, Educational Uses of Digital Stories, was useful. It provides a very good foundational for using this technology in the classroom.
I also found the articles interesting... I already knew that our school was behind technological times... but now I am even more concerned. Our elementary building does NOT have a computer lab... How can the teachers incorporate tech. into their curr?
I was really hoping to get more from this week's readings. I would like to have seen more student (K-12) project examples rather than college level student projects. I really liked the History/Social Studies perspectives on digital storytelling. I think this would be a really good way to get students to remember what they have studied. The video on Lincoln was really interesting.
I see what you mean, Dave, but at the same time I thought the readings were good especially for those that may have no knowledge of them at all. I liked that it told the very basic information to get people started. So many times I feel things are over some of our heads it was nice to start at a slower pace and I'm sure the future readings will be much more involved.
Do we have a chat schedule yet? I didn't want to miss anything...and I am sure none of you wanted to miss any of my misspelled and poorly composed responses.
This week's readings were informative. Before reading I was worried about the best way to combine my story with the available multimedia so as to express my point of view to my audience. Readings from the Center for Digital Story Telling helped a lot.
I agree with Wendy that we don't need to be a great writer or to write a novel to get our story done. I believe that each person has a different way to tell a story. The main idea is to get the information and the objectives which you want to present to the audience.
I agree with Jenny as well that some of our school were behind technological times... and how can the teachers incorporate tech. into their curr?
Story telling is one of the most important steps or procedures during the video production process. I remember when I took a course from TCOM - audio and video production. The story board is the first assignment we should consider, but unfortunately we didn't use STORYBOARD software we are using right now.
It's definitely necessary to make this step happen, expecially in the educational settings, as the artical said.
The most important part of digital story telling is to make sure that you are telling a story. Many times people get caught up on making things "fancy" and they forget to focus on the actual story.
For me, I found it interesting to go back over the readings from Week 1 and take a second look at them. When I initially read the readings from Week 1 I didn't find any that stood out to me. Now, when I go back and look over them again, I find Chapter 2 of the Digital Storytelling Cookbook really interesting and as something that would be helpful because if the seven elements that are listed. Each of these (point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing) are really helpful ideas and key points to digital storytelling. These would be great to use in the classroom with students in an attempt to get them to create their own movies and also a great guideline to create a rubric for assessment.
Week 1 Breaking Free was the video that I watched. I can’t tell you how important video is to people. This was a good story that is told everyday, right? Right. The only difference was that I watched it on the internet. If it wasn’t digital then I would have never saw it or knew about this young man. When you hear the real person talk, then, that adds an element that you can’t explain. Seeing is very important also. The pictures and video show that it’s a real person, and it could have been you or me. The music in the background was very good. When you add these three things together then you have a great piece of work.
Wow it seems so long ago that I first read these articles... Again, I thought I had posted here before, but I don't see my comment. Chances are I posted on a thread related to week one but not the official thread. So after going back to the cookbook, I agree with Dave. I got a lot more from it after going through the majority of this course and looking at the aspects of video in the classroom.
21 comments:
In the process of completing the readings for this week I am reminded of a program post-Katrina where high school students were given cameras to document their stories of recovery. I can find lots of digital stories on the subject but nothing about this project. Does anyone know or remember hearing about it?
Carolyn,
I'm not familiar with the Katrina project, however, there was a documentary completed along the same lines (having students/children use cameras to capture their lives) . . . I'm not sure what context you were hoping for - whether you were looking for Katrina references or children using technology?? The documentary was called "Born into Brothels" and was about the sex/slave industry in India. Anyway, a young journalist gave the children cameras to document a day in their lives. It was very powerful and won several awards - but again, it might not really be what you were hoping for. A Google search will give you more information if you want it.
I find the readings for this week very fascinating as I have always loved to write. I sense that this new way to create stories will be catching on in education like wild fire because so many people will be able to express themselves who previously never even would have considered the possibility. I look forward to being able to implement the use of digital storytelling media with my future students. After viewing "The Look," "My Story," and "Breaking Free," I find myself contemplating the potential of this great tool not only in education, however, in many other humanitarian ways. I really feel that our readings provide a very nice foundational outline for using this technology in the classroom...hopefully granting us the ability to tap deeper into the minds of our students and ultimately providing a means that which grants the students a sense of both ownership and empowerment.
I found the last article posted to read this week, Digital Storytelling Finds Its Place in the Classroom, the most helpful. In the yellow box on the right side of the page, the author gives tips for using iMovie in the classroom. His suggestion of using parent volunteers to operate a video camera is a great idea. I have a parent help with formatting, spacing, margins, etc. when my 4th graders are typing parts of their Science Fair projects.
For creating a voice over for a video, a parent volunteer could take a small group of students to an empty classroom or workroom - somewhere quiet to record the voice over.
I remember the Katrina Stories that Carolyn is speaking about. I think these were little stories by students?? in New Orleans that CNN gave video cameras to so that they could document what their lives are like after the storm.
The first article “Educational Uses of Digital Storytelling” is also very helpful. It gives the detail about digital Storytelling in Educational way. I learned a lot from this article, such as “how to educational use digital storytelling”, “Educational goals and objectives of digital storytelling”, and “Create a digital storytelling step-by-step”, etc.
Concerning with copyrights, I would like to ask a question to my peers, “Where do you get pictures when you create a storytelling or a storyboard?”
I found the readings interesting as well. I, unlike Anna, haven't never thought myself a good writer and so don't like to do it. However, when looking at the readings, it inspires me a bit by seeming so clearcut and simple. You don't have to have a novel to complete our projects, just the simple story and figuring out the best way to present it.
The readings for the first week were all interesting and informative in their own way. I found the first website very informative and helpful. I also liked the Cookbook, which I believe was the last posted reading. Even though it was only part of the entire book, the Cookbook contained pretty much everything that a person would need to get started in digital storytelling. Through all the readings, the big idea that jumped out at me was the idea that digital storytelling is more about the writing and story than the video. I believe this is an area where teachers should focus the students. I could see how it would be difficult to get students to concentrate more on the writing than playing with the video aspects like transitions and effects.
I am not sure if this is the project that I was looking for but here is a link to how students in the classroom where using digital storytelling to help with their own recovery after Katrina.
http://uit.tufts.edu/?pid=601&c=412
I found this week reading interesting. The first article, Educational Uses of Digital Stories, was useful. It provides a very good foundational for using this technology in the classroom.
I also found the articles interesting... I already knew that our school was behind technological times... but now I am even more concerned. Our elementary building does NOT have a computer lab... How can the teachers incorporate tech. into their curr?
I was really hoping to get more from this week's readings. I would like to have seen more student (K-12) project examples rather than college level student projects. I really liked the History/Social Studies perspectives on digital storytelling. I think this would be a really good way to get students to remember what they have studied. The video on Lincoln was really interesting.
I see what you mean, Dave, but at the same time I thought the readings were good especially for those that may have no knowledge of them at all. I liked that it told the very basic information to get people started. So many times I feel things are over some of our heads it was nice to start at a slower pace and I'm sure the future readings will be much more involved.
Do we have a chat schedule yet? I didn't want to miss anything...and I am sure none of you wanted to miss any of my misspelled and poorly composed responses.
This week's readings were informative. Before reading I was worried about the best way to combine my story with the available multimedia so as to express my point of view to my audience. Readings from the Center for Digital Story Telling helped a lot.
I agree with Wendy that we don't need to be a great writer or to write a novel to get our story done. I believe that each person has a different way to tell a story. The main idea is to get the information and the objectives which you want to present to the audience.
I agree with Jenny as well that some of our school were behind technological times... and how can the teachers incorporate tech. into their curr?
Story telling is one of the most important steps or procedures during the video production process. I remember when I took a course from TCOM - audio and video production. The story board is the first assignment we should consider, but unfortunately we didn't use STORYBOARD software we are using right now.
It's definitely necessary to make this step happen, expecially in the educational settings, as the artical said.
The most important part of digital story telling is to make sure that you are telling a story. Many times people get caught up on making things "fancy" and they forget to focus on the actual story.
For me, I found it interesting to go back over the readings from Week 1 and take a second look at them. When I initially read the readings from Week 1 I didn't find any that stood out to me. Now, when I go back and look over them again, I find Chapter 2 of the Digital Storytelling Cookbook really interesting and as something that would be helpful because if the seven elements that are listed. Each of these (point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing) are really helpful ideas and key points to digital storytelling. These would be great to use in the classroom with students in an attempt to get them to create their own movies and also a great guideline to create a rubric for assessment.
Week 1
Breaking Free was the video that I watched. I can’t tell you how important video is to people. This was a good story that is told everyday, right? Right. The only difference was that I watched it on the internet. If it wasn’t digital then I would have never saw it or knew about this young man. When you hear the real person talk, then, that adds an element that you can’t explain. Seeing is very important also. The pictures and video show that it’s a real person, and it could have been you or me. The music in the background was very good. When you add these three things together then you have a great piece of work.
Tom
Wow it seems so long ago that I first read these articles... Again, I thought I had posted here before, but I don't see my comment. Chances are I posted on a thread related to week one but not the official thread. So after going back to the cookbook, I agree with Dave. I got a lot more from it after going through the majority of this course and looking at the aspects of video in the classroom.
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