One of my big projects for this class is to create a digital story, which is a new and engaging way to share ideas with one's audience. I was prompted to cover a topic I might later teach my students or share a personal story that is significant to me, with the intention of eventually showing my students how to create their own digital stories in the classroom. I am a huge advocate for El Sistema, a music educational system founded in Venezuela (more information about it can be found under my "About" section) that I am currently teaching with in Juneau, so I wanted to create a project that told the story of my journey as a music teacher and how El Sistema changed my life as well as the lives of others I met along the way. The first step of this exciting project was to create a story map that gives a basic outline of the emotional flow of the story. So, I took pencil to paper and created the work that is found below:
Script
The next step in my digital story project was to write the script. Our maximum page limit was two pages, double-spaced, which would equal about 4 minutes of spoken word. It was difficult for me to keep it within even that limit because I have so much to say about what El Sistema means to me. Writing my script helped me to see that teaching with El Sistema programs has changed my life. The theme of "the journey" has become apparent after writing my script. Enjoy reading it here!
Story Column
I am getting close to the end of my presentation about my journey with El Sistema programs! The next step in the creation process was to create a story board using two columns: one column that breaks down the scripts in chunks, and the other describing the image that will accompany the words spoken. This process helped me piece everything together and see the story unfold in my mind. I am eager to make it come to life in the next step! Until then, my story column can be found here.
Video and Reflection
And it is finished! My digital story can now be found on YouTube; you can also view below.
As I finish up the publication of my story, I am reflecting on the process I underwent and its significance to me as a teacher. I really enjoyed studying the concept of story in a way that highlights the technologies available to me. As a teacher, I want my students to be empowered to use storytelling and technology in an educational and healthy way.
My story creation process, per my professor’s instruction, was broken down very well and kept me focused on my goal. Each step of the journey made me think about the message of my story and my ability to clearly portray that message, which is something I want my students to also focus on in the creation process. It was very helpful to begin with brainstorming about my story, then write the script, and finally add the media (images and music). It was very helpful to receive feedback from my professor, especially about my story table that laid out the different images I would use for each part of the story. This process allowed me to see how media can enhance the intentions of a story, which gives the creator the extra responsibility of being careful to not imply things that were not true.
As I was putting my pre-selected images into my digital story on iMovie, I realized that my images needed to directly relate to my words to keep my message clear and truthful. I had to discard a few images because they did not support what I was saying. This led me to re-record part of my script to make sure the facts of my journey about teaching with El Sistema programs were completely laid out. I refined my story by experimenting with the sequence of my images and with my musical selection. Adding music, again, made me think about the purpose of my story. Did I want it to sound pensive and calming? Exciting and festive? Or more sweet? Once I discovered the right order of photos and the proper background music, I felt like it tied together my entire story.
As a teacher, I want my students to use digital storytelling to communicate ideas and concepts they have learned, in relation to certain topics or themselves. Media narratives give students an opportunity to be creative and personal as they learn how to take advantage of the technology available to them, and they also address the issues that come with that accessibility. Because the Internet is often used to spread negative or untrue stories, I want to show my students that they can contribute to online activity with positive, encouraging stories. I also want them to understand that they each have stories to tell in their own ways and that technology can be a significant tool to express what they want to say. From Internet safety to proper citations, I want to teach my students how to be respectful digital citizens who know their purpose in creating and sharing their stories. I also want them to see that technology can be an excellent tool for education because making an online presentation about a topic they learned in class requires them to truly understand the concept they are highlighting. I really enjoyed creating my digital story. While it involved tedious and time-consuming work, it resulted in a final product of which I am extremely proud. I feel that it reflects a part of who I am as I shared a story that means something to me. This pride and relishment in my creativity is something I want my students to experience. I want them to feel empowered to utilize technology in its most glorious, shining ways and to form long-lasting connections in their learning.
Rubric
Part of the finishing touches for my digital story publication is to create a rubric that assesses my students' future media narratives. This assignment is very relevant to me, as I am currently planning a unit on jazz music history and cultural identity that I will be teaching to fourth graders in the months to come. My students' final project will be to create digital stories that tell a story about themselves in some way, incorporating images, videos, and jazz music clips to add to their message. This rubric will be my formal way of assessing their technological presentations.
These are the traits I feel must be present in my students' digital stories: