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Digital Storytelling

A Prezi about Digital Storytelling
by

Sarah McLeod

on 26 October 2012

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Transcript of Digital Storytelling

7 elements
of digital
storytelling 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 story to the audience. 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 and other sounds that support and embellish the storyline. 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. A Digital Story about Digital Storytelling: But, why should I use digital storytelling in my classroom? Does it meet any standards? 21st Century Skills!
Digital Age Literacy: Digital storytelling allows a student to be informed and visually literate on numerous levels.

Inventive Thinking: Digital storytelling requires creative, independent, and inventive thinking.

Effective Communication: Digital storytelling involves collaborative, social interactive, and personal communication.

High Productivity: Digital storytelling utilizes cutting-edge, productivity tools to create high quality products and results. NETS Standards! 2a. Student understand the ethical, cultural, and societal issues related to technology: Students will have a clear understanding of copyright issues surrounding the use of images in digital stories (LINK TO COPYRIGHT SECTION)

3a. Students use technology tools to enhance learning, increase productivity, and promote creativity: Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, Snagit, and other multimedia software to create digital stories.

3b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works: Students will use a storyboard template, Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photostory Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories.

4a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences: Students will use a storyboard template, Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photostory Elements, Gold Wave, SnagIt, and other multimedia software to create collaboratively-produced digital stories.

4b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences: Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories as personal narratives, as an examination of historical events, and as stories that inform/instruct. National English Language Arts Standards! 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment: Students will watch digital stories produced by other students, teachers, etc., to build an understanding of new information, of society, of cultures, and for personal enjoyment.
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary to communicate effectively with a variety of audiences and for different purposes: Students will write digital stories as personal narratives, examine historical events, and inform/instruct.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems: Students gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts and people) to communicate their discoveries in ways that suit their purpose and audience.Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories as personal narratives, examine historical events, and inform/instruct.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer, networks, and video) to gather and synthesize information and to create and communicate knowledge: Students will use Internet Search Tools (e.g., Yahoo Images, Google Images, Ask Pictures, and Picsearch) and Public Domain Websites (e.g., The NYPL Picture Collection Online, Digital History, Picture History) to gather images for the digital stories.
11. Students participate as knowledgeable, reflective, creative and critical members of a variety of literacy communities: Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories that demonstrate new learning through personal narratives, examination of historical events, and stories that inform/instruct.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information: Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories as personal narratives, examine historical events, and inform/instruct. YES! Students will master... http://digitalstorytelling.coe.uh.edu/alignment.html http://digitalstorytelling.coe.uh.edu/7elements.html GREAT! How do I get started? With a storyboad, of course! What's a storyboard? Storyboards are visual representations that aid in the creation process of digital storytelling. Storyboards lay out images in sequential order to create the flow of the production. They can also include technical aspects and explanations of design. The following flowchart demonstrates how the basic scenes from a digital story might be organized. Simple Storyboard Detailed Storyboard Examples for the Classroom! To tell a personal narrative: To make a book trailer: For English Language Learners: To perform poetry: Now, to get started in class today! Step 1: Whole class brainstorming. This includes:
- Topic of video
- Form it will take
- Breaking up of the story into different parts for groups to work on

Step 2: Group storyboarding

- Each group will be assigned to a certain section of the video. For example, one group will work on the rising action of the story while another works on the exposition. (Keep in mind the 7 elements of digital storytelling.)

- This will include rough sketches of shot by shot breakdowns of their section. Elements that should be included: estimated time, topic, and transitions between clips/shots.

- These rough sketches can be a drawing, a description, or other creative ways to do this.
- Groups will be the same ones as outlined on the Ning site. By integrating visual images with written text, digital stories can be used to enhance and accelerate student comprehension

Digital stories help struggling readers envision text and offer a platform for visually communicating meaning.

When creating their own digital stories, students encounter an integrated instructional activity that requires them to leverage a host of cognitive, interpersonal, organizational and technical skills

Making content and connections relevant to students' lives helps bring meaning and purpose to instruction in all content areas. More than a century ago, Dewey (1902) challenged educators to meet students where they are. Digital storytelling connects students to content in ways that they are accustomed to consuming information. How will digital stories transform the classroom? http://www.amle.org/publications/middleschooljournal/articles/may2011/article3/tabid/2409/default.aspx
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