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Story & Image. A lesson by Marc Engel for MAT@USC 506, Professor Ezzeldine. Setting. A media arts or English classroom, and accompanying computer lab. Ideally would be done in a secondary setting Possible in a primary setting. Learning Objectives.
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Story & Image A lesson by Marc Engel for MAT@USC 506, Professor Ezzeldine
Setting • A media arts or English classroom, and accompanying computer lab. • Ideally would be done in a secondary setting • Possible in a primary setting
Learning Objectives • SWBAT take a picture that captures an emotion or action • SWBAT to write imagined events based on a picture • SWBAT to write a narrative based on a series of pictures • SWBAT give constructive feedback to fellow students through blog comments
Essential Questions • What is the relationship between images and meaning? • How can writers create cohesive stories from several unconnected pieces? • How can blogs allow us to constructively critique our peers?
Learning Materials • At least 1 Flip cam or digital camera. Budget and teacher choice will dictate whether you want to have 1 camera per student or just pass around 1 camera. Accompanying cables for transferring pictures • Computer with basic picture software. Computer lab with internet. • Projector • Storytelling and Feedback Rubrics
Content Based literacy Skills • Common Core Writing Standard 11.3: Write narratives to develop real or imagined experiences or events or events using effective technique, well-chosen details, and well-structured event sequences. • NY State English Standard 2: Students will read, write, listen, and speak for literary response and expression.
New Media Skills • Students will capture images to communicate a specific meaning, idea or action. • Students will produce writing based on a series of images, repurposing those images into a creative work. • Students will use the electronic forum of a blog to critique the work of their peers.
Motivation Activity • Take a look at the faces on the screen. Write down what emotion each face represents to you. Don’t worry about getting the “right” answer • Teacher calls on students For responses
Input • Teacher will display a series of 5 images • Teacher will pass out copies of a story written to match the 5 separate images • Students will take turns reading the story out loud • Teacher will ask: How did the story match or relate to the images? • Class will discuss.
Output • Each student will take 1 picture with the selected camera • The picture should be of a person doing an action, of a face with an emotion, or of a set of objects that communicate a scene • Only requirement is that images have a subject that can be communicated • Teacher collects images and uploads them to an online gallery
OUTPUT CONTINUED • Students sign on to online picture gallery • Students write a creative, narrative story based on the pictures, in order, in the gallery. • The story can be anything the students want but it must contain text that relates to each image, and the story must be continuous and cohesive. • No 1 random idea per image stories • When finished, students post stories to blog
Culmination • Teacher will ask one volunteer to read their story out loud and take audience reactions
Extensions • For homework, At home or at a public computer, students will read and comment on two other stories on the blog.
Learner Accommodations • ELL students may write stories in Spanish • Teacher will work individually with IEP students to keep on track
Assessment Products • Reactions to the Do Now • Oral responses to reading of demo story • Captured Pictures • Final story written product • Comments on peer stories HW
Learning Theory Applications • Distributed Cognition—students interact with content created by all students • Constructivism—story is literally constructed by interaction of students’ pictures and individual creation • Social Cognitive Theory—blogosphere offers environment for praise of student work and concrete successes
Strengths • Students as media makers • Students sharing media to collaboratively create • Involves speaking, listening, reading, writing • Incorporates multiple modalities; gets kids moving • Involves peer work
Weaknesses • Can be seen as not rigorous • Does not instruct in core content • Requires a lot of setup/transition • Is dependent on the creativity of students • Could be easily derailed
Input STory • Five years ago a horrible thing happened. I want to spare you the experience of having to live through the traumatic telling of this terrible tale, but attention to the safety of our commonwealth urges me to the telling. • 5 dastardly events caused a tragedy of epic proportions. • First, a new experimental chemical created by the Pink-0 corporation leaked into the water supply of Ohio, Oklahoma. This happened to by the city where where the MacDonwald corporation made its famous chicken nuggets. And so, secondly, the water made it into the chicken nugget mixture. As children love chicken nuggets, the tainted chemical water made it to the children, turning them into nefarious zombies, thirdly. Fourth, the rabid zombie children spread to over 3 continents, completely erasing from the earth the 2 beloved cities of Paris and New York, all in 1 day. Finally, the chemical mutated into a bacteria, became airborne, and spread all over the world. • I would tell you how complete catastrophe was avoided but this information has been censored by the department of national security as sensitive to US national interests.
