Chpt 4, 5, & 6

All quotes from...

            Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy,      Learning, and Creativity (p. 80). Kindle Edition. 


Chapter 4

• "Did students demonstrate that they understood the material? Did they critically assess the material, draw original conclusions from it, and complete the other objectives that were set out in the goals of the project?" Let's not forget this is all about understanding the material.  If not, then we are wasting our time. 

• "I recommend that you promise students a performance or publication venue at the outset, largely because the quality of student work improves when they know that people beyond their classrooms will see it." Beyond their classrooms could mean online.  I could put it on our class website, however, no one but us ever visits the site.  Place tangible art in the hallway is always seen by many but where do we display DST so more people can see it?

• Have students self-assess their projects. Never have done this before.  Interesting idea.  Maybe have them fill out a rubric and then compare theirs to the teachers grade.  Give them a chance to argue their side. 

Chapter 5

• how people change, learn, and grow because of the challenges and opportunities in their lives. There are stories where the main character doesn't learn anything or learns an inappropriate lesson.  These are cautionary tales. 
• I defined media literacy as the ability to recognize, evaluate, and apply the methods of media persuasion. Is the ability to quickly, critically analyze the value of media the new valuable skill for today's students.   

Chapter 6

• The VPS is more interesting than the beginning, climax, resolution story element map we are all used to by now.  I like the transformation as the central element.  The example of the tech guy story with no transformation was funny to me because the story sucked and I often tell a story like that and wonder why it sucked.  Also, I tend to tell stories starting with the end and then going to the beginning.  I heard that was a "guy" thing.  I think the end is not the intriguing part. It's the transformation.  Starting with the end garners interest. Now the person wants to hear how it happened. 

Here is the link to the youtube page.  

Intro Movie and Ch. 2-3

I created my video using "motion" and "imovie." I made the initial animation with "motion." I have to admit, I used to produced animations before I switched careers.  I don't have all the fancy software I used to but "motion" is a relatively cheap alternative to "adobe aftereffects" which is expensive.  The rest of the video contains some still frames and some video put together in "imovie." Lastly, I did a voiceover to explain my story.  The process of making this was cathartic for me.  You will see why...

Chapter 2:

• The video made in imovie with student's original art in as the backdrop and their voice as the narration sounds like a great project for 4th grade combining "real" art with digital tools.  Great idea and easy to accomplish.  My students need to work on communication skills like sequencing and explaining ideas clearly, so I am going to try this soon. 
• Active viewing vs. passive viewing was interesting for me.  I usually will have students present and all my attention is on the presenter while the audience is silent, yet passive. Active viewing can add more engagement and not waste everyones time.  It can turn the act of listening to presentations into a lesson.  
• This book was written in 2008.  The first "imovie" I had was 2009.  Now I am using "imovie" 2011 and its incredibly easy.  Any student (3rd grade and up) with a camera and imovie can easily create a movie with decent production.  To me, this puts all the focus on the story.  Anyone can produce a movie, but only good storytellers can move us. 

Chapter 3

• I believe new Common Core standards include student multimedia presentations. 
• For me, clear rubrics are the only way to evaluate digital stories or any sort of projects.   
• "Having students write for media is an effective way of slipping writing in under the radar."  While I don't like the notion that writing is so horrible it has to be slipped in, for my students, who having communicative disabilities, writing is extremely stressful and frustrating.  Anything that makes it more fun and takes the focus off their writing might allow them to relax and let the mistakes/editing process happen without getting upset.