Chapter 13 The Digital Storytelling Toolbox

After reading chapter 13, i feel this is a very important chapter to the new digital story teller.  Many people like to go out and buy the latest and greatest for their classroom.  you can spend a fortune on equipment that can cause more issues then it can solve.  Simple is key.  Having a simple setup is awesome and it allows the tether to get right to creating and less time having to learn how to use the equipment, software and configuration of all of it.  This is the biggest qualm that I have with musicians, being one myself.   I have used garageband more times than I can count.  I have used logic which is an amazing piece of software for recording and edit/mixing, but it takes a while and it can become  complicated after awhile, we i always track my music with garageband and leave the hard stuff for later.  The most important part is to get the work started and finished.  Expensive equipment will not always help.  A teacher can spend 5000 dollars on an amazing setup, but if he doesn't know how to use it, it doesn't matter if he spends twice that amount, its still not going to help at all.  Start simple, learn the tools.  Thats the best advice I can give anyone.  Don't get caught up in getting the best, just get what works.  i couldn't agree more with this chapter, it hits home! =D

Here is a video for My Digital story.

A little video I put together that is about some of the things I like and I do. Hope you enjoy!

Chapter 12: The Media Production Process Phases II-V

After reading chapter 12, I have noticed that there is a lot of work that goes into the Post-production of the movie made.  After the movie is made its not all over.  There is still a lot to learn from.  WHat could have been done better? What did we learn from this experience?  Also, after the movie is complete, there is a lot of cool ways to distribute the movie also.  DVD, though the school, local channels, podcasts etc.  If someone is really trying to get their name out there, now is the time because there are so many outlets for media now.  Also, the last idea that I saw for distribution was DVD to save the media.  All these services may not last forever and the fact that your movie may not be online forever is tragic, but to have a hard copy of your work is always a great idea!  After creating a movie for your first time, and if you enjoyed it, its a great time to start looking at what you could try to do next time! Green screen performances, animation, stop-go motion films! There are tons of other outlets that were mentioned in chapter 12 that I myself would like to investigate, especial for the upcoming movies that we will be creating.  Chapter 12 did open my eyes to some new avenues for the future, but when it came down to post-production phases for the movie, I was aware of most of them.  Animation on the other hands sound alike it would be awesome!!!  Movie production is something great, it gets out out and around the world!

Chapter 11: The media production process, phase I

Media production is like making a cake. That is a line i have heard more times that i would like to admit. Making a movie is nothing new to me. Working along the side of my buddy who works for a firm studio, i have seen my fare share of movies go into all the five phases and man can it be boring! But no matter how difficult it can be and how long it can take, it jus comes down to the five phases. Planning, pro-production, production, post-production and distribution. As said in the chapter, students are not going into this thinking that the teacher is going to make a movie with explosions like Michael Bay, but they are just looking for something that will add to the lesson and make it more interesting for them. It is important to learn the tools that have been given to you, whether you are a teacher or a student trying to use this new technology too. Take some classes, read some books or at the very least, watch some youtube videos! Once you understand what you are doing, then you can formulate an idea and start recording or what ever you want to do, but basically getting an idea and then the raw materials ready. The two kinds of story telling that are talked about is computer based and Performance based. i don't except any teachers to get in front of a green screen and start creating backgrounds from scratch, but simple programs can allow characters and "actors" to be anywhere in the world now with a few click of some buttons. after sties have been written along with story boards and stories are reviewed and make sense, get down to production and enjoy making the film, movie or whatever you are doing. The one thing to remember, your not making Titanic 2, or the new transformers, we are making a film that is designed to add depth to a lesson plan or help portray feelings and emotion. Doesn't need to be oscar worthy, just hard work needs to be shown.

Chapter 10: Other Kinds of Stories

This Chapter is probably one of the most interesting chapters in this book. To learn about how other cultures tell stories is fascinating. I don't have very much to say about this chapter except that this is something that I would like to do one day. To make a story, movie or show along the lines with no Hero, no western plot seems awesome. To find out that most of all the stories that we have been watching all focus around the same plot makes me feel, insignificant. This makes me feel like i have been sheltered from how the rest of the world thinks about stories. How some stories last for days, weeks or that some stories have yet to finish is just a thought that i can't fully grasp. I would love to see a film or read a book that has a non-western story line. there were a few examples in this chapter that I will further investigate and see how I like them. In a classroom setting I would like to show students how other cultures portray stories and how they can be different then ours, and that isn't a bad thing and we have to listen and watch with respect.

Chapter 9: More Story Maps

The Three maps that I like to reference would be the first one By Aristotle, The second map which is more like a cycle and not a map created by Campbell and third treasure map have all good qualities that I would like to point out. Starting with the most simple one, Aristotle's. I like his map the most because it is short, sweet and right to the point. The analogy of thing a know and then untying it is perfect and sums up everything. there is tension being created and then it is being resolved, simple but dead on. The second option where Campbell is trying to portray the story as a cycle where the Hero is being called to adventure, being tested, resolution and then moral of the story is learned is great as well. You can see the transformation of the character though out the test, but what i don't like about this map is that you don't see the high point visually like you do in the other two maps. you can see high points and low points in the plot. The last treasure map is cool concept, but it is confusing to me. The X marks the spot idea is cool, but it reminds me too much of a treasure map and it can cause confusion on what the story is trying to portray. You can call me old fashion, but I am a fan of keeping it simple, and with Aristotle's model, I think he did just that!

Maps....

Chapter 8: Transformation Formations

Reading this chapter about transformation really gets to me at this point in my life, where I see myself going through a transformation in my own life. The 8 Levels of transformation make a lot of sense and also its kind of nice to see myself and where I am at at those levels. In the level scheme, I see myself, the highest, a level 2. I do relate to some of the examples given in the different levels, but truthfully, I know where I stand. These different charts allow for characters to grow though out a story and to achieve different levels of growth. Like in the book, if there is no transformation, story can become stagnant, boring and just forgettable. When the character goes through some life changing situation and grows to become a better person, it allows the reader to relate and create an emotion connection to this character and his struggle. We see ourself and we relate our own hardships with the character's. This is how the three stories that re listed stay in our mind. We see the fox, william and the students transform and it helps us remember the stories as well as relate to them.

Chapter 7: Story Planning Considerations

What I really liked about this chapter was the ability to introduce story planing and mapping to young children and how we could relate this to them. So many times children are left out of "analyzing" stories because wither the simplicity of the story or the lack of knowledge on how to map a story. With the advice given in this chapter, it is much easier to do so and also the ability to have the children themselves become story tellers. The suggestions to tell the children to write a story about an animal because it is a safe topic is something i have actually been doing for years. When ever I was in a classroom with young children, I tried to stay away from sties with people because issues can become complex or too personal, so I always choose to use fun animals like in Disney movies. The children always seem to relate with that idea. And with the idea of after telling the story to map it with all the children, it will not only bring the children to gather, but allow wither a teachable moment as said in Chapter 7, but allow for some higher thinking as well! The idea of having the children draw out a map instead of writing it down will also be very helpful as well! Some really great ideas and insight in this chapter!

Chapter 6: Applying Story Maps

There isn't much that I can say on this chapter. It is cool how introducing some elements into a story can change a felt boring story into a story that I will be able to remember. Simple elements like a new character, more tension and more build up to the resolution really did in fact change the entire mood of the story and help the resolution quite a bit. I agree with the steps he used, they are very good. Somethings I would have used would have maybe been a guy that made the character jealous and not wanting to ask for help from a younger male, maybe making him sound inferior to the young student, but it was all good. The Mapping that he did on the three previous maps were cool too showing the different steps in the story and how emotions were moving up and down. Those visual maps are real good at explaining the transformations of the character in the story.



We can re-build him, we can make him better, faster, stronger...the story that is...

CHapter 5: Thinking about Story: The Story Core, Story Mapping, Story types.

This Chapter tells a lot about the fundamentals about story telling and what it takes to write a good story., The Core, the planning and the type. What I found the most interesting was the "Hero's journey" That is the core to many different types of stories that are told though out the world. Even though it is not one of my favorites, mine is when the protagonist dies at the end, it is a fan favorite. It was also interesting to hear that a story core can have different affects on people when they hear the story. Story mapping is very important also because it allows the core to be expanded and you can see the story in a visual manner. Also it allows the story to stay on track and not wander off. One of the guidelines that was mentioned at the beginning of the chapter. With story mapping, you can see the correct parts of the story to apply tension, suspense, the transformation of the "hero" and then the climax whether good or bad. "When teachers use story mapping with their students, an amazing thing happens: students talk about their stories rather than their technology. And because story mapping happens at the very beginning of the process, using pencil and paper, students aren't distracted by technology as they develop their stories" (Ohler Pg. 85). This is an amazing reason why children should use mapping, it allows stories to stay on target and allow them to keep it all confined within one story.



one of my Favorite Anime Shows, Cowboy Bebop, Spike "The Hero", dies after killing the "bad guy". =(

Chapter 4: Assessing Digital Stories

Grading. it might seem like a difficult task when reading papers, essay prompts and who knows that else that isn't multiple choose or feel in the blanks. Easy part of math..HAHA. But when technology is introduced, what makes one movie or one version of a story better than another. Just because one person used technology and another didn't, does that make one better than the other? Is the student that uses technology "smarter" than the other student? These are some questions to as and somethings to consider when grading digital media. Technology has the ability to make you smarter, but the fact that you know how to use it doesn't mean you are smarter. A student that knows how to use the latest music recording software ware and movie making software may not know how to do calculus or write a paper. Doesn't mean they aren't smart, but just because they know how doesn't mean they are either. The Table 4.1 is a great way you can "grade" someone on how they did and much effort they put into their work. I do agree with the table, I believe it is a great way to put someone's effort into perspective and give them an fair grade. It makes the "playing" field leveled.



Just Because you know how to use a Mac, doesn't make you smart....or a "Genius" HAHA!

Chapter 3: Digital Storytelling as an Educational Tool: PLanning and Literacy

"Traditional storytelling is highly regarded as a powerful tool for helping students develop literacy skills. DST merely extends this into the digital domain. In the process, it usually integrates a number of traditional and emerging literacies into the storytelling process" (Ohler, 2008). This I have to agree with 100%. The technology that can be used to tell a simple story or a full blown epic story is almost endless. The technology that goes into bob the builder is way beyond what goes into the same cartoons that are played before and after. Some cartoons have more technology and work then full featured films. Digital storytelling allows any story to be as minimal or over the top if wanted. This allows teachers to go big or go home. You can add sound effect, music, movies, slide shows or what ever you want! honestly, it is a beautiful thing to see teachers embracing the technology and using to help the children understand what they want and what they need to remained focus on the lesson or story at hand. Some stories are much more entertaining, but provide less or a lesson to the students. With technology, teachers now have the ability to make the story just as entertaining AND meaningful.

Chapter 2: Defining and Discussing Digital Storytelling

"Conversations that follow viewing the stories are often filled with the feelings associated with discovering new territory: excitement about being in a foreign land, anxiety about not understanding the native language, in this case the language of media, and frustration as they struggle to remain openminded. It is my job to act as a guide, explaining digital stories in terms of their historical perspective, points of interest, component parts, and connections with their own personal and professional lives' (Ohler, 2008) It makes me sad to say that I have seen this first hand going thought school. In High school I had teachers that didn't like technology because they were used to the old talk and listen format. I don't agree with this method anymore at all. I believe that the wold is now moving too fast for that and that student's minds are moving too fast for just the good ole lecture to keep them focused. Students want interaction, sound affects, videos and other forms of technology that make learning engaging. Many teachers feel this isn't needed and they are stuck in their ways. Im not sure if they don't like technology, are afraid of technology or are just too stud in their easy to understand technology is here to stay. technology isn't something that you need to be scared of or worry about what people will think. Everyone is a "noob" and some point in their life, whether it be technology, women, or driving! We all started someone where. The cool thing is that we will all have to learn! technology is a living, breathing beast that is always evolving! So as users, so do we! Don't be afraid of teaching, storytelling or expressing yourself with technology because your new at it...trust me, we have all been there and we will all be there again. =D

Chapter 1: Confessions of a Digital Storytelling Teacher.

From chapter one I saw one quote or revolution that really stuck out to me, not only because I play music, but it was like a thorn in my spine. "What happens when you give a bad guitar paler a bigger amplifier?" (Ohler, 2008). This quote hits home with me. The digital revolution is just like a new set of tools for anyone. If you don't know how to use it, its still not gonna make you a better story teller or a better writer or better movie maker. In fact it may make you even worse! These days with technology now entering the classroom, teachers need to be caught up on current technology and at least know how to use technology that is being use by their students. Students want to see technology in the classroom because it will allow them to relate to what is being taught. If a teach is given this great tool to work with, but has no idea how to use it, do you think this will be the next michael bay film? NO! it will be garbage that no student will want to see. I know from experience! Giving someone a great tool does not mean they are going to be a great teacher. Lets teach our teachers these new technologies and bring the aging academic institution we call school how to use it and bring it into this century!



And Sometimes no Amp is even worse!