EDUC 5333 Week 3 Post
EDUC 5333 DIGITAL STORYTELLING PROJECT PLAN
What story would you like to explore?
What type/kind of story will you tell? What is the purpose or impact?
I want to tell an autobiographical story through music about how I have grown into the person I am today after growing up in an emotionally unsafe household, as well as how my identity was never fully expressed until I moved from my childhood home in New York to Tulsa.
What are the story elements? (Ohler)
Problem
Unaware of my inability to express my emotions and communicate effective, I walked through life with less “sound and music”
Transformation
Moving away from my unsafe household, I see and experience the world explodes into new colors and sounds
These new colors and sounds are overwhelming and disorganized
Solution
Through the support system, I am able to bring order to these new colors and sounds, harnessing them to be a more fully authentic version of myself
I still experience some dissonance, but it passes more quickly than in the transformation phase
What approach will you take to mapping or developing your story? (Ohler)
At this point in the story development process, I will take the approach of the basic arc to develop my story. The transformation phase is the most climatic and chaotic part of the story, which can be clearly represented by the arc
How might you use this story in an educational environment?
I will use my autobiographical album as an exemplar, students will be able to develop and share music that represents their own stories, both within the classroom and out in their communities.
What content and technology standards are addressed?
ISTE Educator
2.2.c Model Digital Tool Use
Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
2.5.b Design Authentic Learning Activities
Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
2.6.d Model and Nurture Creativity
Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
ISTE Student
1.3.c Curate Information
Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
1.3.d Explore Real-World Issues
Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.
1.4.a Design Process
Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
1.4.b Design Constraints
Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
1.6.c Models and Visualizations
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
1.7.a Global Connections
Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
1.7.d Local and Global Issues
Students explore local and global issues, and use collaborative technologies to work with others to investigate solutions.
What tools are you considering to capture, edit, and communicate your story?
How might you produce your story?
Virtual instrument/music capturing platforms such as Bandlab, GarageBand, Chrome Music Lab
Audio hosting platforms such as Soundcloud, Spotify
How will you assess digital stories?
I will assess digital stories through Lambert’s questioning of the audience
“Why did you choose this story to tell? How have you changed as a result of telling this story?”
What story would you like to explore?
What type/kind of story will you tell? What is the purpose or impact?
I want to tell an autobiographical story through music about how I have grown into the person I am today after growing up in an emotionally unsafe household, as well as how my identity was never fully expressed until I moved from my childhood home in New York to Tulsa.
What are the story elements? (Ohler)
Problem
Unaware of my inability to express my emotions and communicate effective, I walked through life with less “sound and music”
Transformation
Moving away from my unsafe household, I see and experience the world explodes into new colors and sounds
These new colors and sounds are overwhelming and disorganized
Solution
Through the support system, I am able to bring order to these new colors and sounds, harnessing them to be a more fully authentic version of myself
I still experience some dissonance, but it passes more quickly than in the transformation phase
What approach will you take to mapping or developing your story? (Ohler)
At this point in the story development process, I will take the approach of the basic arc to develop my story. The transformation phase is the most climatic and chaotic part of the story, which can be clearly represented by the arc
How might you use this story in an educational environment?
I will use my autobiographical album as an exemplar, students will be able to develop and share music that represents their own stories, both within the classroom and out in their communities.
What content and technology standards are addressed?
ISTE Educator
2.2.c Model Digital Tool Use
Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
2.5.b Design Authentic Learning Activities
Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
2.6.d Model and Nurture Creativity
Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
ISTE Student
1.3.c Curate Information
Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
1.3.d Explore Real-World Issues
Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.
1.4.a Design Process
Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
1.4.b Design Constraints
Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
1.6.c Models and Visualizations
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
1.7.a Global Connections
Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
1.7.d Local and Global Issues
Students explore local and global issues, and use collaborative technologies to work with others to investigate solutions.
What tools are you considering to capture, edit, and communicate your story?
How might you produce your story?
Virtual instrument/music capturing platforms such as Bandlab, GarageBand, Chrome Music Lab
Audio hosting platforms such as Soundcloud, Spotify
How will you assess digital stories?
I will assess digital stories through Lambert’s questioning of the audience
“Why did you choose this story to tell? How have you changed as a result of telling this story?”
Max,
ReplyDeleteWhat a personal story to share. I think connecting it to music is such a smart idea, because music resonates with most people. Your audience will surely be able to find something that they relate to.