Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Transcript of digital storytelling
<object width="560" height="340"><param name="movie" value="http://www.youtube.com/v/oYXGT6qaUPk&hl=en_US&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="never"></param><embed src="http://www.youtube.com/v/oYXGT6qaUPk&hl=en_US&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="never" width="560" height="340"></embed></object> What makes up a digital story? Narrative/Voice
Still Frame Imagery
Music Point of View - Empathy
Tone through music
The personal voice: emotion, emphasis, and pacing
Economic use of language – like poetry
The ability to employ the abstract
Elements of Digital Storytelling
1.) Start with a strong “script.” This requires drafting and redrafting
2.) Storyboard the script.
3.) Locate and insert pictures/text. http://en.wikipedia.org/wiki/Public_domain_image_resources
4.) Record your voice.
5.) Locate and insert music. http://www.youtube.com/watch?v=_3fxN4EBzXg
What’s the process? NCTE advocates new models of instruction that promote “sophisticated media awareness.” In 1992, NCTE released a position on storytelling as a universal tool for communicating understanding from one person to another that could be developed in any learner. These two positions were then supported in 2003 by challenging English educators to develop instructional strategies for composition in non-print media, and that that composition should include text, motion, imagery, sound and voice.
What are the laws?
Here is a copy of public Domain and fair use laws. http://home.earthlink.net/~cnew/research.htm#Copyright%20and%20Fair%20Use%20Defined This is a great video created on fair use by educators and the general public that Sean Banks shared in a class this summer.http://voirdire.stanford.edu/program/centers/cis/fairuse/Fair(y)_Use_Tale_Stanford_Cut-stream.mp4The TEACH Act has expanded educators rights. Basically, music and be used if mixed, or if you get it from a site that allows free music. THe ALA has a great link to TEACH ACT.
We have waited for more than 340 years for our constitutional and God-given rights. The nations of Asia and Africa are moving with jetlike speed toward gaining political independence, but we stiff creep at horse-and-buggy pace toward gaining a cup of coffee at a lunch counter. Perhaps it is easy for those who have never felt the stinging dark of segregation to say, "Wait." But when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim; when you have seen hate-filled policemen curse, kick and even kill your black brothers and sisters; when you see the vast majority of your twenty million Negro brothers smothering in an airtight cage of poverty in the midst of an affluent society; when you suddenly find your tongue twisted and your speech stammering as you seek to explain to your six-year-old daughter why she can't go to the public amusement park that has just been advertised on television, and see tears welling up in her eyes when she is told that Funtown is closed to colored children, and see ominous clouds of inferiority beginning to form in her little mental sky, and see her beginning to distort her personality by developing an unconscious bitterness toward white people; when you have to concoct an answer for a five-year-old son who is asking: "Daddy, why do white people treat colored people so mean?"; <object width="560" height="340"><param name="movie" value="http://www.youtube.com/v/FaDGMxMM3yo&hl=en_US&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="never"></param><embed src="http://www.youtube.com/v/FaDGMxMM3yo&hl=en_US&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="never" width="560" height="340"></embed></object> “Our humanities work often looks like a hybrid discipline where the lines of disciplinary literacies become crossed, the content woven together, the experience enriched, and the work itself redefined and occurring in that strange, undefined space.”
"Tangled Up in the Past " in Social Education, September , 2007.
NCSS Requirements for working with primary source documents: 1.) Determine what is usable in the document.
2.) Decide how the document fits in with the curriculum.
3.) Relate the document to larger issues or concepts of study.
4.) Determine what personal application the document has for students.
5.) Establish the context of the document.
6.) Work directly with the document.
7.) Use documents to raise questions for further research.
8.) Use documents when longer reading assignments would be too much for the time available.
9.) Allow the student to become the historian and examine the document as a historian’s tool.
http://competitivevoice.blogspot.com/ "Digital stories are personal and give students a competitive voice in a mediacentric, information-rich environment."
Poughkeepsie Day School EXTRAVAGANZA Digital Slam! How Google, YouTube, and Digital Storytelling Support Interdisciplinary Work Some tools Primary source document from Americanrhetoric.com youtube.com googledocs photostory3 Ning! http://poughkeepsieday.ning.com/group/facultyandstaff?xg_source=msg_wel_group Jake Lahey - firstname.lastname@example.org
Trace Erdahl-Schillinger -email@example.com Sophia – I really liked the fast pace, but your voice has something harsh about it when you speak the words and I think that maybe with this poem it would be better to talk softer and with a kinder tone. I really liked how your words rhymed and how you paused on the stronger lines. I liked the effect you added when you said, “wait.” The way you said it had a strong impact on people.
Sabrina and Schuyler – the voices were fantastics and I am REALLY impressed that you can talk so fast! But something that really shocked me and startled me was when you SCREAMED into the microphone “FIGHT!” I think that was too much. But I really enjoyed how enthusiastic you were. The words were really moving and beautiful, but screamed into the microphone. Don’t scream when you are presenting to people.