Practice: Developing Self-Expression and Creativity

Digital Storytelling (1-12)

Duration: Several sessions

• Enhance communication skills through asking questions, expressing opinions, constructing narratives, and writing for an audience
• Develop and strengthen computer skills using software that combines text, still images, audio, video, and other media

• Choose the technology tools that are appropriate for the skill level of your students. The following are some basic recommendations:
• One computer for every 2 to 3 students
• Word processing software and presentation software such as PowerPoint; some recommendations for Mac and PC platforms can be found in the Resources tab
• Digital cameras
• Tool for voice recording (most computers have this feature)
• Post-it notes or index cards and poster paper to use for creating the storyboards
• Internet access for instructor and student computers (optional)
• Electronic projector for instructor computer (optional)
• Microphones (optional)
• Scanner (optional)

• Become familiar with the digital storytelling process by completing at least one tutorial from the links on the Resources tab.
• Ask school-day teachers if digital storytelling might enrich learning in a particular academic content area.
• Arrange for volunteers to assist students.

• Ask students what stories they first remember hearing. Who was the storyteller? What were their favorite stories? Which did they like telling themselves? Lead the discussion to digital storytelling. You may choose to project on screen examples of digital stories linked to from the Resources tab.

• Students might draw ideas from personal experiences, special events, their community, their school or afterschool program, family, and pets.
• After completing this brainstorming session, discuss what story the group wants to tell. Constructing a story as a group about a topic meaningful to them will help their learning of both the storytelling process and the software needed to develop a digital story.
• Note: This can be a group or individual activity. If this is the first time your group has created a story, a group effort may be easier to manage.

• Remind the class that they may make changes to the draft at any time. For younger students in particular, review basic storytelling concepts (a story has a beginning, middle, and end, for instance).
• As you guide your students through the storytelling process, use the seven main elements of digital storytelling, created by Joe Lambert, co-founder of the Center for Digital Storytelling. Visit the Resources page to read Lambert's Digital Storytelling Cookbook.
• Remember that the story—not the technology—should drive this project. Although audio and visual media may enhance certain aspects of a story, students should focus on how best to communicate what's at the core of their story.
• Different students can develop different parts of the story. Also, if this is your students' first experience with digital storytelling, keep the story short—no more than three minutes in length.

• Hand out small colored sticky notes and sheets of paper with empty boxes drawn on them to resemble an empty cartoon strip. Take them through the story frame by frame, discussing the pictures through which—and the sequence in which—they will tell their story.
• After students have determined the text and picture sequence, discuss transitions, visual effects (if any), and a soundtrack. Always keep in mind the skill level of your students for planning ways to represent their ideas.
• For more resources that may be helpful for this part of the lesson, including links to digital images and sound clips that can be freely used, see the Resources tab.

Note: Working from a single computer with projection to create the group story would be greatly enhanced by use of an interactive whiteboard.

• Break the class into small groups based on age and skill level. Ask each small group to develop one or two pieces of the storyboard. One group will be in charge of assembling the pieces into one story using PowerPoint or another software application.
• If the group wishes to record narration, ask them to divide the story so that everyone gets to read. Before recording, demonstrate how to narrate effectively. Discuss the differences between using emotion and no emotion in your speech, and what effect quick or slow speech has on the story. Suggest that students practice the narration before recording.

• You can also share the community story with the community by posting it on your local Chamber of Commerce Web site, for example. If time allows, plan a follow-up activity in which students will develop individual stories.

• Have each student tell a partner about the special contribution he or she made to the project and why it was important. As a group, discuss what students learned about storytelling. Allow students to add and change their story based on their new understanding.

• As a class, discuss what students found to be most interesting about digital storytelling compared to traditional storytelling. Check for student understanding that, by using other media, stories can be far more than just text.

• Student participation and engagement
• A discussion that yields insightful comparisons between digital and traditional storytelling
• An understanding that media can help make stories far more than just text

Find and download a rubric for students to use to evaluate their projects. One collection of rubrics for evaluation of multimedia projects may be found on the MidLink Magazine Teacher Tools Web site.

What Makes our Community Special? (3-12)

Duration: Several 45 to 60 minute sessions

• Work together collaboratively on a learning activity, using multiple technology tools
• Gain or enhance technology skills that can be used to communicate with an outside audience
• Integrate several academic areas, such as math, literacy, history, and art, into a multidisciplinary unit

• Instructions and student role assignments for each activity station
• Computers with an Internet connection
• Computers with graphing software or electronic spreadsheet and presentation applications
• Digital cameras
• Technology instruction guides
• Print resources about the community (from a local library or visitor's bureau)
• Brainstorming worksheets and pencils for note taking

• Consider the different communities that students might explore. Will it be the classroom, school, neighborhood, city, or other "community"?
• Organize activity stations and materials based on the available technology and tasks to be completed. Prepare instructions and student role assignments for each station and include these in folders.
• Develop a rotation schedule and a project timeline for activity stations.
• Provide a chart defining project expectations so that students will know what to include in their final projects.
• Assign students to work groups. Be mindful of different age and skill levels.
• Plan for, reserve, and test all necessary technology throughout all phases of the project.
• Print a brainstorming worksheet for each student to use during the introductory phase of the activity.

• Station 1: "Community Walkthrough"—digital still or video camera (1 per 3 students)
• Station 2: "Community Culture and History"—print resources and bookmarked Internet resources
• Station 3: "Community Profile"—online access to the U.S. Census bureau or other data source for data gathering about the community
• Station 4: "Project Creation"—final project assembly (groups may join to complete this station together)

• Engage students by asking them to define "community" and identify what makes their community unique.
• Ask students the following questions. Record their answers on the board or have students make notes on their brainstorming worksheets:
  • What are some notable features, places, landmarks, well-known persons, or popular events?
  • What do they like about their community and what they might do to improve their community?
  • How might they promote what is special about their community to others? Examples include a local newspaper or poster.
  • What resources might they draw from to help communicate their ideas? Examples include magazines, newspapers, libraries, historical sources, personal profiles on the Internet, and photographs.

• Explain the workstation setup and the technology at each station. Mention that what they gather from each workstation activity will be used in a final project.
• Divide students into groups of two or three, and assign one group to each station. If you have more than nine students for the first three stations, arrange for additional materials, computers, and digital cameras at each station.
• Explain that project teams will rotate through each station over three consecutive sessions to allow for equal use of the different technologies. Adjust schedule as necessary.
• Be sure to assist students with activities, If necessary, arrange for another adult to be present. Students should be allowed to go outside to take pictures nearby or within the school building.
• Once students have completed all the workstations, discuss as a group what they learned at each station, what they liked best, and why.

• Each project team can make an electronic poster, presentation, flyer, or newsletter to "publicize" what's special about their community using presentation software, word processing software, or other digital media. Share with students any project requirements you have, such as a minimum number of slides to prepare.
• Provide additional planning guidelines and solicit final project ideas from the entire group before they return to their project teams and getting started.
• If a computer is not available for each team, students should plan their slides or documents on paper before creating the final project on the computer.

• Discuss other projects that students could do using the same or other kinds of technology, and either the same or a similar workstation setup.

• Student discussion, comments, and final projects that reflect learning and an appreciation of their community
• When possible, students make connections to multiple content areas, (such as literacy, mathematics, science, and arts)
• Acquired or enhanced technology skills through use of various technology tools
• Collaborative participation and engagement

Getting the Word Out (8-12)

Duration: Ongoing sessions of 30-45 minutes each (number of sessions determined by instructor)

• Understand the purpose and role of blogs for communication
• Develop self-expression and communication through blog entries and comments
• Improve reading and writing skills
• Improve word processing skills

• Computer with Internet access and projector (teacher)
• Computers with Internet access (students)
• Internet browser with bookmarked blogs
• Student blog accounts
• Copy of Internet safety guidelines for each student
• Signed parent permission forms if blogs will be viewed by the public
• Student blogging software (optional)
• Digital cameras (optional)

Education World provides great information for instructors who want to use blogging, including a techtorial to help you get started. The following blogging cautions are from that resource:

When blogging, remember to:

• get parental permission;
• know your school's and district's acceptable use policies (AUPs) and convey them to your students;
• avoid blogging sites that require students to publish their complete names and/or e-mail accounts;
• avoid sites that ask students for any personal information;
• make students aware of what subject matter is appropriate and permissible;
• teach students the importance of tone and respect for others' opinions;
• have clear expectations, rules, and consequences; and
• remember that with risk comes growth and learning.

For additional information on Internet safety and blogging, consult the following article: www.educationworld.com/a_tech/tech/tech217.shtml/.

• Find age-appropriate examples of blogs to show to students. One possibility is Buster’s Blog (based on Buster’s character from the PBS animated series, Arthur (pbskids.org/buster/blog/). Conduct an Internet search for "student blogs" to find examples of other student work.
• For education and privacy purposes, consider Class Blogmeister (classblogmeister.com) or 21 Publish (www.21publish.com), two blogging tools that allow you to create multi-blogger communities where the instructor can review and edit student posts and comments before making them public.
• Investigate whether your school has any firewalls that will prevent you from visiting these Web sites.
• Review current online blogs from your local newspaper or television station.
• Practice posting blog entries, reviewing submissions (if this is an option with the blog host you use), and creating comments on entries.

• Engage students by asking them what they know about blogs and what blogs they like (if they are familiar with them). Show some examples of blogs you have bookmarked and look at some student suggestions (after making sure they are appropriate for school). After telling students that they are going to create their own blogs, review Internet safety guidelines.
• Brainstorm blog topic ideas as a class and make one practice entry as a group.
• Assign each student a blog account with the host you have chosen and review the steps for creating and posting entries. Give students time to write about whatever interests them. Once they have become familiar with blogging, you can give them more structured assignments.
• Show students how to share blogs and post comments. They will be working "offline" at this point. Many blogs will allow users to upload pictures, audio files, or link to other sites. Once students have mastered blogging basics, show them how to personalize their blogs.
• Review completed blogs for appropriate content, and then post the entries online.
• Have students read each other's blog entries and post comments when the afterschool group meets again.

• Share blogs with parents, instructors, or students in another afterschool program.
• Consider making video blogs.

• Enhanced writing skills and the ability to express creative, logical, and clear thinking while following Internet safety guidelines

For more information and ideas to support this lesson, see the Resources tab.