les what a story!: 1 storytelling life stories and digital ... · pdf filelife stories and...
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PrésentationUne introduction au thème des violations des droits humains et des définitions-clés autour des violations des droits humains du déplacement et de l'histoire de vie.
What a Story!: Life StorieS and digitaL StoryteLLing1
LeS What a Story!: Life StorieS and digitaL StoryteLLing
Objectives
> Students will explore the composition of multi-media productions.
> Students will create a digital story using video editing software. > Students will reflect upon the life stories of persons who have
suffered human rights violations.
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LES
PreParation Phase
integration Phase
aPPendices
Production Phase
additional activities
evaluation criteria in the context of the QeP
RESOURCES and Tools
lifestoriesmontreal.ca
Teacher PreParaTiOn
Preview the complete digital story and interview in order to: > Reflect on your pedagogical objectives. > Prepare to present the project to the
students and show them its relevance to your course.
> Prepare the activity “What I know; What I Want to know; What I learned.”
> Prepare the listening chart activity to “dissect” the interview into listening sections.
> Develop questions for discussion after the screening.
Consult the educational package to: > Become informed about the uses of life
stories in Secondary Cycle Two in Quebec. > Learn the key definitions and the subject
matter of human rights violations.
What a Story!: Life StorieS and digitaL StoryteLLing
→ Discovering the digital story
→ Feedback on the LES and Voicethread
Section a: Deep listening to a digital story, and analysis with the aid of a listening chartSection B: Creation of a digital story
Link to the QEP: English Language Arts Level: Secondary Cycle Two Classroom time: Six 75 minute periods
1Digital story of Liselotte IvryTragic accident in Hamburg (4 minutes 27 seconds): ds.lifestoriesmontreal.ca/video-1
interview segment of Paul Bard(34 minutes)lifestoriesmontreal.ca/en/curriculum
Windows Movie Maker (PC) microsoft.com/en-us/download/details.aspx?id=34x
iMovie (Mac)apple.com/ilife/imovie/
Wordle wordle.net
VoiceThread voicethread.com
ManyEyesmanyeyes.alphaworks.ibm.com/manyeyes/page/Word_Tree.html Adobe Premier Elements (with fees) adobe.com/products/premiereel
appendix: “What I Know; What I Want to Know; What I Learned“ sheet
Appendix: Listening Chart
> audio/video recording equipment > computer > internet access
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LES PreParation Phase
lifestoriesmontreal.ca
Viewing anD DiScuSSiOn
→ During the Viewing
In groups of two, the students attempt to develop answers to the questions that you created during your preview of the digital story.
→ After the Viewing
The students present the questions, along with the answers they have come up with, to the class.
The students fill in the 3rd column of the “What I Know, What I Want to Know, What I Learned” sheet, thus showing the process followed and the knowledge acquired.
DiScOVering The DigiTal STOry
Tell the students that you just watched a digital story by a Holocaust survivor produced by an initiative called Life Stories of Montrealers Displaced by War, Genocide or Other Human Rights Violations. In your presentation, put emphasis on the project’s backbone: the life story. Ask the students the following questions: What do you know about the Holocaust? Why should this genocide be of concern to you? Have you ever met a Holocaust survivor, or been to a Holocaust memorial?
Carry out the “What I Know, What I Want to know, What I Learned” activity for columns 1 and 2.
Announce the viewing of the digital story. The viewing will be followed by a discussion involving the whole class.
Get the students to react to the terms “life story” and “digital story” and guide them towards a definition.
1 What a Story!: Life Stories and Digital Storytelling
Digital story of Liselotte IvryTragic accident in Hamburg (4 minutes 27 seconds): ds.lifestoriesmontreal.ca/video-1
appendix: “What I Know, What I Want to Know, What I Learned“ sheet
The definition of “life story” as developed by the students.
The definition of “digital story” as developed by the students.
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LES Production Phase
lifestoriesmontreal.ca
grOuP liSTening anD DiScuSSiOn
To start the project, propose a deep listening exercise to the interview of Paul Bard.
Divide the class into listening groups made up of 2 to 3 students and distribute a listening chart to each group. Each group will listen to an extract of the interview and will determine what needs to be incorporated into the digital story.
With the help of the listening chart, each group will attentively view the extract assigned to them, write a short summary of it, and decide upon the key words.
Once this exercise has been completed, each group determines what, in their opinion, is crucial to retain as part of the digital story.
Each group presents the result of their listening to the class along with their choices regarding what to keep, what to eliminate, and why.
Engage in a discussion, specifically about: > The experience as a “listener“ vs a
“reader” > The narrative choices made > The role of silences and gestures > The role of images > The responsibilities that accompany
listening to a difficult story
SecTiOn a: liSTening
Present to the students the challenge of producing a 5 minute digital story based on a 30 minute video interview of Paul Bard, a Holocaust survivor.
Discuss with the class the organization required and various steps involved in carrying out this project. Students must listen to the interview, analyze it, choose the excerpts, define the selection criteria, become familiar with the software, reserve the computer laboratory, evaluate the amount of classroom time, etc.
Present the editing and montage software that you have chosen, and explain how it works.
1a
What a Story!: Life Stories and Digital Storytelling
Interview segment of Paul Bard(34 minutes)lifestoriesmontreal.ca/en/curriculum
Appendix: Listening Chart
The listening charts filled in by the listening groups.
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LES Production Phase
lifestoriesmontreal.ca
eDiTing anD MOnTage
You can keep the listening groups together: each group will carry out the editing of the excerpt that they listened to. Pooling of the efforts of the various groups will be necessary to link the segments, write the transition texts and insert special effects as needed.
Supervise the students during the editing process. The software (Windows Movie Maker (PC) or iMovie (Mac)) is simple and intuitive. Here are a few recommendations: > Keep to a maximum of 2 or 3 headings > Use simple transitions such as “dissolve“ or
“fade.“ > Use special effects only where they sup-
port the story and the narrative choices.
Once the work is done, encourage the students, through discussion, to be critical of the created digital story. Consider the way that narratives can be modified, the meaning built into the digital story vs the meaning of the interview, and questions of narrative form.
SecTiOn B: creaTiOn Of a DigiTal STOry
Introduce the students to the challenge of writing and editing the interview to convert it into a digital story about five minutes long. This is a matter of converting a long format into a short and dynamic one, thus making the story accessible to a broader audience.
Organize a discussion about the issues involved in the writing and editing. Consider the following: > The possible approaches, such as
chronological, anecdotal, or thematic > The narrative choices > The headings (commentary) between the
sections > The music > A major title at the beginning and credits
with all the students’ names at the end? > A narration (voice over) > The target audience for the work
1
B
What a Story!: Life Stories and Digital Storytelling
Interview segment of Paul Bard(34 minutes)lifestoriesmontreal.ca/en/curriculum
Appendix: Listening Chart
Windows Movie Maker (PC) explore.live.com/windows-live-movie-maker
iMovie (Mac) apple.com/ilife/imovie/
The selected approach (chronological, anecdotal or thematic).
The work material of each group and the final digital story.
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LES IntegratIon Phase
lifestoriesmontreal.ca
inTegraTe
Put the digital story on VoiceThread. The students can encourage their family and friends to contribute audio, video or text comments about the video.
feeDBack aBOuT The leS
Review the ground covered over the course of the LES, including the discovery of the world of the digital story.
Encourage the students to reflect and to provide feedback, perhaps in the form of a text written at home, about the creation process of the digital story and about digital storytelling more generally.
1VoiceThreadvoicethread.com
What a Story!: Life Stories and Digital Storytelling
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LES SuggeStionS for AdditionAl ActivitieS
lifestoriesmontreal.ca
Oral cOMMunicaTiOn
Put together a publicity campaign to promote the digital stories in the school (design a promotional brochure, organize a viewing session, present the work to other classes, etc.).
wriTing
Each student chooses one word used by the person interviewed. Create a word cloud from these words and insert the students’ words for reflection (1 word per student) using Wordle.
View the digital story using ManyEyes.
1
What a Story!: Life Stories and Digital Storytelling
Wordle wordle.net (with the Advanced section)
ManyEyesmanyeyes.alphaworks.ibm.com/manyeyes/page/Word_Tree.html
OQLF www.granddictionnaire.com/BTML/FRA/r_Motclef/index800_1.asp
LES A Dialogue Time: Interviewing and Building a Collective Timeline/Ethics and Religious Culturelifestoriesmontreal.ca/en/curriculum
Mapping Memories: Participatory Media, Place-Based Stories & Refugee Youthwww.mappingmemories.ca/curriculum
Discussion Guides: Quick and Simple Activities about Digital Stories for the Classroomlifestoriesmontreal.ca/en/curriculum
Six Key Activities for the Classroom: Listening, Mapping, the Timeline, the Audio guide, The Graphic Novel, the Digital Storylifestoriesmontreal.ca/en/curriculum
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→ Documents to be Evaluated
> “What I Know, what I Want to Know, What I Learned“
> Created digital story > Composition of the transition texts for the
digital story > Student reflection on the process
→ Documents to Evaluate
> Viewing of Liselotte Ivry’s digital story > Listening chart
→ Documents to be Evaluated
> “What I know, what I Want to Know, What I Learned“
> Listening chart > Discussion of the created digital story > Group by group oral presentations based
on the listening chart
→ Evaluation Criteria
> Integrates elements of communication context
> Applies codes and conventions of different modes and genres
> Collaborates with peers to produce media texts
> Adapts process and strategies to the writing/production context
> Self-evaluates growth as a writer/producer
→ Evaluation Criteria
> Adjusts reading strategies and stance to build and sustain meaning
> Makes connections between reader, text and context to justify own interpretations
→ Evaluation Criteria
> Adapts resources and strategies to purpose and audience
c3 PrODuceS TexTS fOr PerSOnal anD SOcial PurPOSeS
> Extends repertoire of resources for producing texts
> Constructs a relationship between writer/producer, text and context
> Adapts a process to produce texts in specific contexts
c2 reaDS anD liSTenS TO wriTTen, SPOken, anD MeDia TexTS
> Makes sense of a text in a specific context > Interprets the relationship(s) between
reader, text, and context in light of own responses
c1 uSeS language/Talk TO cOMMunicaTe anD learn
> Investigates the affordances of spoken language as a mode of communication
> Develops rhetorical strategies to achieve specific purposes
1 engliSh language arTS
What a Story!: Life Stories and Digital Storytelling
EvALuATion CriTEriA in ThE ConTExT of ThE QEP
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1 What a Story!: Life Stories and Digital StorytellingAPPEndiCEs: whaT i knOw, whaT i wanT TO knOw, whaT i learneD
What I Already Know What I Want to Know What I Learned
First and last name:
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Timing Key Wordssummary(question asked and essential elements of the response)
APPEndiCEs: LisTEning ChArT
First and last names of the members of the group:
Interview with:1 What a Story!: Life Stories and Digital Storytelling
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