EDUC 5333: Blog Week #3 (Digital Storytelling)

EDUC 5333: DIGITAL STORYTELLING PROJECT PLAN 

Peer Feedback Request:

The purpose of this assignment is to support you to outline a Digital Storytelling Project that you will develop over the next several weeks. Use the questions/ prompts below to develop your outline and identify next steps in your process. 

What story would you like to explore? 

The story that I would like to tell is a full visual narrative of a significant moment from my past or memory. The purpose of this story would be to impact the viewer to raise their curiosity, to pique their interest, and to be left with wanting more to the narrative. I would begin with the story element of the story core to have my problem, transformation, and solution being told with three digital images. More specifically, the problem I have thought of is to demonstrate a child who is forced to stay alone at the dinner table by their stern guardian. They cannot leave the table until the plate is clean, and a clock will be displayed to show passage of time. Second image would be the child alone, arms crossed, stubborn as stubborn can be, not looking as if they will budge. However, the transformation and solution is of the final image showing the chair empty, as well as the plate of food. 

The approach I would take to map out this story is using the simple story arc which “describes how the overarching story core plays out throughout the entire book, movie, story. Stories also embody many smaller story arcs during the course of the action” (Ohler, 2012). So although it may be tricky with still images, the visual narrative can be communicated as long as the planning and execution are well thought out. To assist with this development, I believe creating a vision board to keep focused on what specific props or imagery is needed to convey the message. I also think that even though this is still form of media, there should be some storyboarding occurring or drawn out with props placed and expression needing to be conveyed to ensure the correct narrative is being shot and communicated. Any lighting effects or colors should also be thought of and considered to further push the narrative. 

How might you use this story in an educational environment?

The way I plan to use this story in an educational environment is by making it a project for my Photography II students this school year. By having my project and own photos taken, I can provide students with a unique and original exemplar that they can base their own ideas off of. Prepping, planning, shooting, and processing these images to present to the class is already aligned with content standards (TEKS), standards from ISTE, and framework from Triple E. Students will have a chance to present images to received feedback from peers and teacher and then go back to make any adjustments needed prior to submitting final drafts. After, students will need to display images in physical and digital formats and must abide by intellectual property rules and logistics to protect themselves and others (through creative commons, etc). 

What content and technology standards are addressed?

The content standards for the state of Texas that this project would address are:

• TEK §130.100. Commercial Photography II (3) The student applies professional communications strategies. The student is expected to: (B) organize oral and written information and (D) deliver formal and informal presentations.

• TEK §130.100. Commercial Photography II (12) The student develops an increased understanding of commercial photography. The student is expected to: (B) recognize the elements and principles of art as they apply [it applies] to a variety of commercial photography projects; (C) use principles of commercial photography such as working with clients, interpreting client instructions, developing production schedules, and delivering products in a competitive market; (D) identify appropriate cameras and lenses; (E) recognize appropriate photographic composition and layout principles; (F) identify the use of appropriate digital black and white and color photography; (G) understand the use of effective photographic lighting techniques, including three-point, studio, portraiture, and product; (H) recognize the elements of professional quality photographs; (K) understand appropriate, current, and industry-standard production processes to produce photographs; (L) evaluate photographs using principles of art, commercial photography standards, and critical-thinking skills; (M) identify appropriate resolution and digital file formats; (N) identify and use the principles of design to discuss, analyze, critique, and write about visual aspects of photographic work, including the student's own work; and (O) demonstrate knowledge of the principles of design in photographic work with a focus on composition, color, design, shape, shadow, negative space, and background.

• §130.101. Commercial Photography II Lab (12) The student develops an increased understanding of commercial photography. The student is expected to: (A) create photographs for defined purposes; (B) apply the elements and principles of art to a variety of commercial photography projects; (C) demonstrate the principles of commercial photography such as working with clients, interpreting client instructions, developing production schedules, and delivering products in a competitive market; (D) demonstrate the use of appropriate cameras and lenses; (E) apply appropriate photographic composition and layout principles; (F) demonstrate appropriate digital black and white and color photography; (G) apply effective photographic lighting techniques, including three point, studio, portraiture, and product; (H) produce professional quality photographs; (K) demonstrate use of appropriate, current, and industry-standard production processes to produce photographs; (L) evaluate photographs using principles of art, commercial photography standards, and critical-thinking skills; and (M) demonstrate use of appropriate resolution and digital file formats.

The technology standards via ISTE for students that this project would address are:

1.1 Empowered Learner

• 1.1a Learning Goals

• 1.1c Feedback to Improve Practice

• 1.1d Technology Operations

1.2 Digital Citizen

• 1.2.c Intellectual Property

1.3 Knowledge Constructor

• 1.3.c Curate Information

• 1.3.d Explore Real-World Issues

1.4 Innovative Designer

• 1.4.a Design Process

• 1.4.b Design Constraints

1.5 Computational Thinker

• 1.5.c Decompose Problems

• 1.5.d Algorithmic Thinking

1.6 Creative Communicator

• 1.6.a Choose Platforms or Tools

• 1.6.b Original and Remixed Works

• 1.6.c Models and Visualizations

• 1.6.d Customize the Message

1.7 Global Collaborator

• 1.7.b Multiple Viewpoints

What tools are you considering to capture, edit, and communicate your story?

The tools I am considering capturing, editing, and communicating my story will be done with the canon series cameras, EF standard lenses (medium to wide angle), a tripod, three-point static lighting, and processing software (lightroom/photoshop). Students will also have access to these items which they will utilize as well once their project, logistics, and storyboards are approved. 

How will you assess digital stories?

I plan to assess the digital stories created by my students through a six-tier rubric that checks for the following areas: 

o Composition and Framing

o Technical Proficiency

o Lighting

o Subject Expression and Connection

o Creativity and Originality

o Post-Processing

The area where I will really emphasize for students to create their digital narrative is through the Creativity and Originality standard. By showing students the different levels of mastery (Outstanding, Excellent, Proficient, Basic, Limited, Unsatisfactory), they can fully and correctly align to the classroom objectives and standards for this project.

References: 

Ohler, J. (2012, October 28). Story Making Tools: How to Make a Story - Process Notes. storyconcepts. https://storyconcepts.blogspot.com/ 

This story from Inequality Is Real by the Economic Policy Institute, follows the Story Core of Problem, Transformation, and Solution (Ohler, 2013). The problem is asking questions about our (mis)understandings and (mis)conceptions of the distribution of wealth in the U.S.. The goal is to communicate to the audience/user about this potentially unknown information for they can make more informed decisions in their lives through employers, voting decisions, states to live in, etc.

The transformation occurs here when the audience can learn, grow, and change themselves, their attitudes, and mindsets towards this information. Being more verse and educated in these items will help them be better and more informed citizens. If the digital story provided on this site has a variety of resources and a variety of ways to communicate those resources (which is does), then the audience can grow and reach more individuals.

The solution here is that the problem of education the viewer on these economic issues has been addressed. The audience may have more questions and may feel they need to do more research for themselves, but the job here has been accomplished. The creators have integrated in interesting and captivating ways to attract the user’s attention, hold it, and release them back to the wild to further their understanding of the topic. 

For the Seven Steps of Digital Storytelling, essentially, we must first look inwardly, accept our story, unpack, and deal with the emotions, plan it accordingly and appropriately, and then share it with others. Lambert discusses a lot more of the mental and emotional side to the storytelling process and I can see how the inequities of the distribution of wealth could make people frustrated and angry at how this country is run. This site used many forms of media to communicate their story and that reminded me of this quote from the Lambert reading:

    

"Images, videos, sounds, and other representations of events from our life can help us to reconstruct more complete memories and therefore expand the repertoire of story that we can put to use" (Lambert, 2010).

This story from Inequality Is Real by the Economic Policy Institute, follows the Story Core of Problem, Transformation, and Solution (Ohler, 2013). The problem is asking questions about our (mis)understandings and (mis)conceptions of the distribution of wealth in the U.S.. The goal is to communicate to the audience/user about this potentially unknown information for they can make more informed decisions in their lives through employers, voting decisions, states to live in, etc.

 The transformation occurs here when the audience can learn, grow, and change themselves, their attitudes, and mindsets towards this information. Being more verse and educated in these items will help them be better and more informed citizens. If the digital story provided on this site has a variety of resources and a variety of ways to communicate those resources (which is does), then the audience can grow and reach more individuals.

The solution here is that the problem of education the viewer on these economic issues has been addressed. The audience may have more questions and may feel they need to do more research for themselves, but the job here has been accomplished. The creators have integrated in interesting and captivating ways to attract the user’s attention, hold it, and release them back to the wild to further their understanding of the topic. 

For the Seven Steps of Digital Storytelling, essentially, we must first look inwardly, accept our story, unpack, and deal with the emotions, plan it accordingly and appropriately, and then share it with others. Lambert discusses a lot more of the mental and emotional side to the storytelling process and I can see how the inequities of the distribution of wealth could make people frustrated and angry at how this country is run. This site used many forms of media to communicate their story and that reminded me of this quote from the Lambert reading:

"Images, videos, sounds, and other representations of events from our life can help us to reconstruct more complete memories and therefore expand the repertoire of story that we can put to use"    (Lambert, 2010).