Please, please give me feedback! I'm hoping that my video meets my purposes as an advertisement for the class, but also still maintains the storytelling aspect. Let me know what y'all think!!
Sunday, April 28, 2013
Storyboard - Final Video
So I'm feeling good about my storyboard... better than I was at our face-to-face class. I have already gotten consent forms from all my students and I have conducted preliminary interviews with my students. I know what clips I want, so I just need to go through all of the interviews and see which clips I really like and which ones I need to retake or get filled in. I need to get a kid who is not on yearbook to be my "daydreamer," but I imagine I can get that done this week no problem. This week, I'm going to go through all my videos and start splicing clips together.
Please, please give me feedback! I'm hoping that my video meets my purposes as an advertisement for the class, but also still maintains the storytelling aspect. Let me know what y'all think!!
Please, please give me feedback! I'm hoping that my video meets my purposes as an advertisement for the class, but also still maintains the storytelling aspect. Let me know what y'all think!!
Wednesday, April 24, 2013
Chapter 13 Response
Finding and buying stuff is always tough. I really liked Ohler's suggestion that teacher create a "search time budget." I know that I can easily lose several hours looking for a camera or the right memory card reader. Setting a time limit on the search would seriously save me some time... and really, I probably find the best deal in the first hour and then keeping thinking that there has to be something better out there!!!
Though I appreciated all of the suggestions for hardware and software, I feel like when I first begin trying to incorporate digital storytelling, I would want to stay as basic as possible until I have a better understanding of what the kids can do in a limited amount of time. Also, I feel that sometimes, too many options can be overwhelming to kids, and they aren't able to focus.
One message I got from Ohler is that if you don't have Macs to work on, you have more work with more software ahead of you. I've been working on a PC, but this chapter made me want to practice exclusively on iMovie, especially since I do have access to Macs for my students!
I'm glad to know so much hardware and software exist to make really cool digital stories, but I think it will be sometime before I'm ready to devote that time, energy, and money to try to make it happen in my classes. I can see video, pictures, and sound like we've done for class, but some of the extras intimidate me a bit.
Though I appreciated all of the suggestions for hardware and software, I feel like when I first begin trying to incorporate digital storytelling, I would want to stay as basic as possible until I have a better understanding of what the kids can do in a limited amount of time. Also, I feel that sometimes, too many options can be overwhelming to kids, and they aren't able to focus.
One message I got from Ohler is that if you don't have Macs to work on, you have more work with more software ahead of you. I've been working on a PC, but this chapter made me want to practice exclusively on iMovie, especially since I do have access to Macs for my students!
I'm glad to know so much hardware and software exist to make really cool digital stories, but I think it will be sometime before I'm ready to devote that time, energy, and money to try to make it happen in my classes. I can see video, pictures, and sound like we've done for class, but some of the extras intimidate me a bit.
Sunday, April 21, 2013
Video - Week 5
This week, I decided to try to use iMovie instead of the program I've been using. This is mostly because the computer cart I have access to is full of Macs, and if I want any of this to actually be relevant to my students, I need to make the instructional video on the same program that they will be using! Also, if I ever want my kids to make digital stories, it will help if I'm familiar with the program they will be using. The video came out OK, I think, but I was really too exhausted this week to really learn iMovie. I think I will also use it to create my final project to get more practice.
Wednesday, April 17, 2013
Chapters 11-12 - Response
These chapters were great -- exactly what I was hoping it would be. First, I love the Ohler began by soothing the worried teacher and assuring that teachers don't have to be digital whizzes to do a DST project with their students. I feel fairly confident with making (ameteur) videos since we've been in this class, but I know tons of teachers at my school who would be terrified to give their students such a task. I like that the author wants teachers to know that it's OK for this to be a learning process for the teacher as well. He also mentions that our students will be more knowledable than we expect, and I hope that's true.
I love the idea of giving students a schedule of the media production process, and allowing students to use it as a self-assessment guide through the video-making process. This puts more responsibility in the hands of the student, and requires them to check in less with the teacher. They won't attempt to check in with the teacher until they first believe that they have met the requirements of the teacher.
I thought that Chapter 11 did a good job of laying out all of the basics of the process and what the teacher will encounter during the production process. My favorite part about this process is the possibility it creates for students to edit their work. Before students begin with the media production process, they must first record their writing and perfect it. Students must record, then edit and re-record. This forces students to constantly improve their writing before they begin making the video. Love it.
In the next chapter, I liked the emphasis on creating a media list. Students should have their media decided upon before they begin to compile it and begin creating their video. This means that students will not be thinking of ideas for their video when they're on the computers, but rather assembling the ideas that they already fully developed. I thought Ohler was very clear about the process of assembly and post-production -- the order in which things need to be done and which parts take priority. The best part of Chapter 12 was the list of media elements. It provided so many great ideas for how students can get sound, images, video, and animations!
I love the idea of giving students a schedule of the media production process, and allowing students to use it as a self-assessment guide through the video-making process. This puts more responsibility in the hands of the student, and requires them to check in less with the teacher. They won't attempt to check in with the teacher until they first believe that they have met the requirements of the teacher.
I thought that Chapter 11 did a good job of laying out all of the basics of the process and what the teacher will encounter during the production process. My favorite part about this process is the possibility it creates for students to edit their work. Before students begin with the media production process, they must first record their writing and perfect it. Students must record, then edit and re-record. This forces students to constantly improve their writing before they begin making the video. Love it.
In the next chapter, I liked the emphasis on creating a media list. Students should have their media decided upon before they begin to compile it and begin creating their video. This means that students will not be thinking of ideas for their video when they're on the computers, but rather assembling the ideas that they already fully developed. I thought Ohler was very clear about the process of assembly and post-production -- the order in which things need to be done and which parts take priority. The best part of Chapter 12 was the list of media elements. It provided so many great ideas for how students can get sound, images, video, and animations!
Saturday, April 13, 2013
Video - Week 4
I had a really hard time coming up with an idea for the mashup. I first thought that the theme of favorite people, places, or things was easy, but then when I viewed some mash-ups and the assignment, I had a hard time coming up with just 3 clips that I could mash together. I ended up going with a montage of many short video clips, in a sort of promotional video style.. sort of.
Chapters 9-10 Response
First off, I'm REALLY ready to move into Part III of this book. Though there really are tons of great ideas for teaching story telling, there hasn't been as much practical classroom application as I would hope. However, I did find somethings interesting this week, and here they are:
I liked Campbell's Adventure Diagram. I thought that this pattern is a clear way for students to see how the transformation makes the story and how a story can't exist without it. Though the treasure map didn't seem quite as useful to me, I did like the idea of peaks and valleys. I think that students want to say, this happened and so this happened, and then he changed or learned. However in real life, change usually comes with more of a struggle and "characters" tend to succeed and fail several times before achieving true change.
I also liked the idea of making students identify a "binary opposite" that surrounds their characters' struggle (p. 119). I think it's important for students to know what struggle they are dealing with to truly show how their character transformed.
The thing I think I will definitely take into my classroom is the story spine. I like how the sentence starters create a safety net for creating a storyline. I also like the idea of the class working together to come up with a consequence, and then building the story around that consequence. I also loved the homework assignment of learning to find the story structure by listening to a family member or watching TV.
I liked Campbell's Adventure Diagram. I thought that this pattern is a clear way for students to see how the transformation makes the story and how a story can't exist without it. Though the treasure map didn't seem quite as useful to me, I did like the idea of peaks and valleys. I think that students want to say, this happened and so this happened, and then he changed or learned. However in real life, change usually comes with more of a struggle and "characters" tend to succeed and fail several times before achieving true change.
I also liked the idea of making students identify a "binary opposite" that surrounds their characters' struggle (p. 119). I think it's important for students to know what struggle they are dealing with to truly show how their character transformed.
The thing I think I will definitely take into my classroom is the story spine. I like how the sentence starters create a safety net for creating a storyline. I also like the idea of the class working together to come up with a consequence, and then building the story around that consequence. I also loved the homework assignment of learning to find the story structure by listening to a family member or watching TV.
Sunday, April 7, 2013
Video - Week 3
This week's video was tough for me because I was trying to come up with a "story" but I had little direction about my goal (I'm super goal-oriented!). So... here it is. I think I included the required shots, and I did have fun making the video. I didn't use any additional programs this week -- just my video editor, my camera, and some music! Enjoy!
Friday, April 5, 2013
Chapters 7-8 Response
With this week's reading, I struggled with thinking about digital story telling, and not just using the ideas as interesting ways to teach narrative in my English classes. I still struggle with using this information to relate to other content besides fiction.
I really liked the idea of "story storming." I thought that this is a great way to get students to feel comfortable writing ideas down, even if those ideas are not what they ultimately go with for their story. I feel like my students have been programmed to want the "right" answer rather than developing ideas based on their own assessment of the material. I also really liked the idea of giving students questions to respond to that help them to find their own stories in their lives. For example, when soliciting a transformation narritive, Ohler suggested asking "When is the last time you cried or got really excited?" This challenges students to them reflect on the change or event that caused them to feel those strong emotions. Usually, a story lies behind those emotions. I also thought the story containing research box was helpful. Students get overwhelmed with every little detail and forget to keep their stories focused on exactly what growth or change they are describing. The research box helps them to get those ideas out, but keep their focus on their story.
As I was reading, I wrote in the margins "This all seems to be about narrative and not about other content areas! I need more examples about other content areas!" A few pages later, Ohler discussed documentaries vs fiction. However, I still feel like so much emphasis is on the narrative that I'm having a hard time thinking of it in terms of non-fiction assignments.
Another thing I liked was the idea of havnig students reflect on the DST process after they complete their project. Deb wrote about this in her post from last week, and then it appeared in the text! I love the idea of having students justify the choices they made for their project and the way the project affected them. It forces them into metacognition that is often difficult to teach!
In chapter 8, I liked the dicussion of transformation in terms of Bloom's taxonomy. Again, I liked this a lot in terms of teaching my students to read/write narratives, but it's difficult for me to apply elsewhere. However, I really agree that "effective transformation creates teh potential for memorability" (p. 108), and I think that the eight levels of character transformation could be really helpful in helping students to develop depth in their stories.
Lastly, I liked the idea of giving students a certain transformation and asking them to create the story that shows that transformation. This way, students know what they are trying to show, and they can focus on the details of developing their story to show that character's change.
I really liked the idea of "story storming." I thought that this is a great way to get students to feel comfortable writing ideas down, even if those ideas are not what they ultimately go with for their story. I feel like my students have been programmed to want the "right" answer rather than developing ideas based on their own assessment of the material. I also really liked the idea of giving students questions to respond to that help them to find their own stories in their lives. For example, when soliciting a transformation narritive, Ohler suggested asking "When is the last time you cried or got really excited?" This challenges students to them reflect on the change or event that caused them to feel those strong emotions. Usually, a story lies behind those emotions. I also thought the story containing research box was helpful. Students get overwhelmed with every little detail and forget to keep their stories focused on exactly what growth or change they are describing. The research box helps them to get those ideas out, but keep their focus on their story.
As I was reading, I wrote in the margins "This all seems to be about narrative and not about other content areas! I need more examples about other content areas!" A few pages later, Ohler discussed documentaries vs fiction. However, I still feel like so much emphasis is on the narrative that I'm having a hard time thinking of it in terms of non-fiction assignments.
Another thing I liked was the idea of havnig students reflect on the DST process after they complete their project. Deb wrote about this in her post from last week, and then it appeared in the text! I love the idea of having students justify the choices they made for their project and the way the project affected them. It forces them into metacognition that is often difficult to teach!
In chapter 8, I liked the dicussion of transformation in terms of Bloom's taxonomy. Again, I liked this a lot in terms of teaching my students to read/write narratives, but it's difficult for me to apply elsewhere. However, I really agree that "effective transformation creates teh potential for memorability" (p. 108), and I think that the eight levels of character transformation could be really helpful in helping students to develop depth in their stories.
Lastly, I liked the idea of giving students a certain transformation and asking them to create the story that shows that transformation. This way, students know what they are trying to show, and they can focus on the details of developing their story to show that character's change.
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