So, I created a Prezi presentation.
and did a screencast of my presentation.
I also put it on youtube:
In this assignment I looked at instructional storytelling.
I think fundamentally most documentaries are instructional storytelling. Their goal is to entertain, to create emotions (authenticity if you like) and there needs to be some sort of conflict or it won’t be able to entertain or create emotions (McDonald 2009).
The best example of this commercially is the Folger’s commercial where the son is coming home from being away and his sister meets him at the door and he wakes his parents by making a pot of Folger’s coffee. The main problem with this video is that although it meets all the criteria for being an effective digital story, the only thing it really instructs you about is to wake up people with the smell of coffee or how to serve coffee. There is another Folgers commercial with Randy Travis that you can take to instruct a person to have an automatic coffee maker to wake you up with the smell of coffee and it shows you how to savor a cup of coffee tells you it is grown in the mountains, but that is a bit of a stretch.
The commercial with the crash test dummies is instructional, it shows what happens to the body in a crash, and instructs you to wear a seatbelt. It is entertaining, but it lacks in the area of conflict or creating emotion.
This next video is also using the crash test dummies but is also an educational video about why to use safety belts.
I found a website:http://digitalstorytelling.coe.uh.edu/. This website is specifically for educational uses of digital storytelling. It has a lot of short documentary type pieces that are educational. the following is on foot binding in China. It is interesting, so it kept me entertained. As to the creating emotion, it could have been done better. There was talk during the video of painful processes. The narrator could have changed her voice tone to match to improve the creating of emotion or connection to these women. The conflict in this is how all women inorder to be married were expected to bind their feet, which was a painful process that limited their movement and this persisted for hundreds of years. In modern times, families were told not to bind their daughter’s feet, some did anyway, even with negative consequences. This practice finally ended in the late 1940′s. The narrator could have played up this conflict more to make it more effective.
The final video is a New Zealand Air instructional video using the movie the Hobbit and characters from Lord of the Rings and the Hobbit movies. This is the video that would be shown before each flight to give safety instructions for the flight. It effectively gives instruction, is very entertaining, if you have seen the video it may create emotions. In me, because I enjoy these movies, it definitely created a fondness and desire to fly on this airline. They made use of conflict within the characters in the video itself. They used the conflicts the characters would naturally have in the story. They even had a cameo of the Director of The Lord of the Rings and The Hobbit. It was amusing and effective.
I do have to give a shout-out to one of the funniest educational videos I have seen. True Fact by zefrank1 on youtube are educational. I checked the facts on a few of them they are true and connected to an BBC youtube channel about science. The narrator sounds like Morgan Freeman as he is talking about the animal. The animals all have something odd and the comments he makes in between are snarky and hilarious. It is definitly entertaining and educational. There is very little creating of emotion other than joy from how funny the video is. There is very little conflict other than how odd the animal is and how different they are from us. But, be warned, they are a little crude.
Jason K. McDonald (2009): Imaginative Instruction: what master storytellers can teach instructional designers, Educational Media International, 46:2, 111-122
Literary Elements Unit
What makes a story interesting? This is the Essential Question for this unit.
Objectives: The objectives of this unit are for the student to understand and use basic literary elements to deepen and enrich their understanding when reading literature and to deepen and enrich their own writing.
Introduction: What does make a story more interesting? Watch the following video and podcast for the introduction to the unit.
Documents: Literary terms and definitions
Examples of literary terms: Look at this website to see examples of literary terms.
and this site:
Check and see how you will do on the quiz with the Jeopardy Quiz online:
Quiz on Literary Terms:
Literary terms quiz
Adding Literary Terms to your own work assignment:
Adding Literary Elements Assignment
This is the rubric for this assignment:
I wanted to find a tool that I would actually use in my classroom. On my lesson plan strategy, one of my activities is a Jeopardy game to use on the smartboard. I know that there must be a tool out there that would help me do this. I did know that you could create one for the smartboard on powerpoint, but it is a pain to do. I know that I wouldn’t make the time to do it that way. I wanted something quick and easy that I know I could easily do and I wanted something I actually would do.
I found this website: http://www.superteachertools.com/jeopardy/.
I then easily implemented my information for my literary terms and easily created a game. It can be downloaded or played online.
This is great for review if you have a class that if partially online or for fully online learning.
Here is the link to play the game online.
We are going to look at literary terms in this lesson.
Personification:Giving human characteristics to an inanimate object.
Example: The car flew.
A car unlike a plane cannot fly, this is an example of personification.
Smilie: Comparing two unlike objects using like to as to add dramatic effect.
Example: She is as smart as a tack.
This is a simile because she does not have a sharp pointy end.
Irony: the expression of one’s meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect.
Example: She is as smart as a tack.
This is irony because she is not generally known to be very intelligent and it is being used for humorous effect.
Repetition: the use of repeated word or phrase for emphasis.
Example: The Taylor Swift song, “We are never ever getting back together”(link to lyrics) is a great example of the use of repetition.
The chorus to her song, “We are never ever getting back together” is a great example of how repitition can increase the emphasis.
We are never, ever, ever getting back together
We are never, ever, ever getting back together
You go talk to your friends, talk to my friends, talk to me (talk to me)
But we are never ever ever ever getting back together
I choose to create a back story for Sam for this project. I turned it into a podcast.
Here is the link to my podcast.
I had fun creating a back story for Sam. I went back and looked at the whole story and the diagram and what our options were. Storytelling in general is fun for me, so I thought I would continue in this framework and create a back story for Sam and turn it digital by creating a podcast. Once I figured out how to publish a podcast it was fairly easy. I wrote out the back story for Sam and recorded it on garage band. I then signed up for podomatic. I then exported my podcast to my itunes library where I was able to download it to my podomatic account and it published it. I then linked the podcast to my page.
My experience in the participatory story was fun. I was occasionally anxious, wondering if I had posted the requisite amount of posts per week, but I really liked the evolving story. The story didn’t always go the way I was expecting, but I was able to help the story along well I think. A few times in the process, I wasn’t sure what to put next in the story, so I just waited for the next person to post and then I was usually able to contribute to the story then. I do wish the story had gone a little quicker. I found myself checking back every few hours to see if someone posted yet so I could add to the story. Then, I would get busy and find that I hadn’t posted for almost a week. I would have loved to continue the story. I think this would be a great experience for any English class and probably other areas as well.
John. (n.d.). Participatory Storytelling. The Audible Eyeball —
Pictures That Break The Sound Barrier. Retrieved April 23, 2013,
Schardt, S. (n.d.). MediaShift . Public Media Reinvents Itself With
‘Full-Spectrum’ Storytelling | PBS. PBS: Public Broadcasting
Service. Retrieved April 20, 2013, from
Storytelling – Playtivity Drumming and Storytelling Programs
Connecticut New England. (n.d.). Playtivity Community Drumming
Programs – Playtivity Drumming and Storytelling Programs
Connecticut New England. Retrieved April 20, 2013, from
Mann, S., and K. Russell, Worlds colliding: Participatory
storytelling and indigenous culture in building interactive
games, in International Cultural Heritage Informatics Meeting
(ICHIM07): Proceedings, J. Trant and D. Bearman (eds). Toronto:
Archives & Museum Informatics. 2007. Published October 24, 2007
Woodle, Annie . “How to make a podcast in GarageBand – YouTube.”
YouTube. N.p., n.d. Web. 20 Apr. 2013.