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Digital Storytelling

Digital Storytelling. Heather Naughten / Lois McGill-Horn Balmoral Hall School, Winnipeg, Manitoba. BALMORAL HALL SCHOOL. Independent all girl’s school. 525 students from Nursery to Senior 4. IB PYP program in Junior School

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Digital Storytelling

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  1. Digital Storytelling Heather Naughten / Lois McGill-Horn Balmoral Hall School, Winnipeg, Manitoba

  2. BALMORAL HALL SCHOOL • Independent all girl’s school. • 525 students from Nursery to Senior 4. • IB PYP program in Junior School • Pre-Advanced and Advanced Placement Program in Middle and Senior School. • Technology integration is a focus of our school and is supported by our wireless, mobile carts and dual-platform labs.

  3. TEAM MEMBERS • Heather Naughten • Grade 6 English Teacher • Little experience with technology • Hesitant user of technology in the classroom • Risk Taker • Lois McGill-Horn • Curriculum Integration Specialist

  4. OVERVIEW – Digital Storytelling • Learning Areas: English, Technology Integration, Social Studies • Level: Grade 6 (age 11/12) - 36 Students • Software/Technology Used: • Movie Maker or Photo Story 3 • Photoshop • Internet Explorer • Scanners • Digital cameras

  5. OVERVIEW CONT’D • Objectives: To have students identify the main points of each chapter of a novel and re-tell the story through images, audio, and personal perspective • Questions? • How can we use technology to help meet the different learning styles of each of our students? • How can we use technology to meet the unique learning styles of girls? • How can we meet the curriculum requirements and the Gr. 6 technology outcomes?

  6. PROJECT DESCRIPTION • Phase 1: • Choose a historical novel (Canadian) to read independently or in partners. • Examples: (Irish Chain, Charlie Wilcox, The Brideship, Hollow Tree)

  7. PROJECT DESCRIPTION • Phase 2: • Storyboard the main idea of each chapter visually and include a brief written overview. • Decide how images will be represented. •  digital photographs of a “staged scene” * • scanned drawings • Computer generated images •  combination of drawings and photographs

  8. EXAMPLES OF IMAGES

  9. PROJECT DESCRIPTION • Phase 3 • Assemble all media into one location (designated student drive) • Import images into Movie Maker or Photo Story 3 and arrange on the timeline. • Record narrations for each of the images. (adjust the length of each image to match the length of narration.)

  10. PROJECT DESCRIPTION • Phase 4 • Export finished project as a Windows Media File for sharing • Burn a CD and include in each student’s Merit Portfolio • (Gr. 6 portfolio’s are not electronic)

  11. ASSESSMENT • Analytical Student Scoring Guide • Preparation Process • Content Knowledge • Format Structure • Craftsmanship of Communication • Text Communication • Voice/Sound Communication • Image Communication • Design of Communication

  12. AREAS FOR IMPROVEMENT • Students work in groups – project became to extensive for those working alone • More digital cameras • Drawings scanned at too high a resolution • Involve the Performing Arts teacher to help students with “setting the scene” • Emphasize file management ! • Costumes and props organized ahead of time • Wireless environment became sluggish as projects increased in size

  13. STUDENT FEEDBACK • “My feelings about making a movie about our book is that I thought it was really fun because it made me understand the book more and enjoy novel studies more. It was awesome.” • “I thought movie maker was fun. I learned how to do my own audio, how to import pictures, and how to scan pictures. I also found it kind of neat that you get to see other peoples movies. I hope we get to do it again.” • ”It helped me understand the book better and I learned how to use a new program that I could use for other projects. It is time consuming but worth it.” • “Movie Maker was really fun and it helped me understand the book better. I have a greater understanding of the program. It required a lot of organization with the actors and the costumes, but it was worth it when we shared them.” • “I thought the process was fun, but I think we should have partners because it would make it all easier.”

  14. Digital Storytelling • Heather Naughten “I think the technology helped the students with synopsis of the story. They had to be extremely precise in picking a main event from the chapter and this was great for their overall comprehension of the story. It also suited the varied learning styles within the class and was a great project for girls that are less expressive with written words. I will definitely do this again.“ Balmoral Hall School

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