Digital Storytelling: Exploration Based Praxis A guide for teachersThis framework for inquiry involves coaching students through a series of digital storytelling skills, including photographic composition, storyboarding, character development, sequencing, point of view, video editing and publishing. Further, it is based on the National Geographic Learning Framework, a tool for structuring inquiry-based learning experiences which push students to develop the habits, attitudes and skills of explorers. This unit can be utilized across multiple content areas; teachers can apply the questions below to assist them in planning the units. Content is flexible!

KEY QUESTIONS What do you want students to know about the content area? What are the large, open-ended questions you want them to investigate?

Find relevant stories Which stories do you find interesting? Which stories move you? Find some examples you can share as models and analyze with your students.

Explore your region! What resources can you bring into the classroom? What places do you want to take students? Who will your students be encouraged to interview? Reach out to multiple sources to schedule well in advance of your unit! Some partners may have materials recorded online or allow you to record interview for future use.

Photography Skills What subjects will you shoot for the instruction of:

1. Macro/ close focus photography2. Studio set up photography3. Landscape photography4. Portraiture

Which subjects will be shot inside of the classroom and which require travel to site? Assemble and plan in advance.

Equity in access How will you ensure ALL students have access to sites on assignment?How will you ensure all students can access necessary technology?

Smart phones provide access to cameras for many students but what can you put in place for those who may need a loaner camera?

What platform will you use to edit final stories? Become familiar so that you can break into steps for beginners.

Point of ViewHow will you engage students to understand issues from multiple perspectives? Workshop these before selecting the final approach to shoot. Select at least three points of view to share as models and invite students to interview to find new POVs. Each story varies depending on the characters who are telling the story! Materials students assemble can be archived for future classes to reference. Consider padlet.com as an easy open access platform for storing information in the cloud. You can set and change permissions to allow students to post for limited amounts of time with no hosting fees.

Sequencing Assemble stories conscientiously. Analyze sample stories for structure of character, action, plot, and resolution. Include analysis of how framing drives the story forward. Explore contemporary plot maps but be open to deviation! Use graphic organizers to help students plan. This resource from the American Film Institute is very helpful for those new to film production: https://myhero.com/hosted/teachersroomresources/AFI_BasicsHandbook.pdfIt is also worth exploring contemporary “Making of” resources from the film industry which expose the storyboarding process in the movie industry. Keep in mind the final product may deviate from original storyboards. Compile resources below.

CritiqueHow will you encourage students to be mindful editors while respecting individual process? Include structures for students to respond to each others’ work in PROCESS as well as in completion. It’s easier for artists to edit before work is complete! The Liz Lehrman critical response process is a strong resource here as well as Twyla Tharp’s work on the creative process. http://danceexchange.org/projects/critical-response-process/https://www.youtube.com/watch?v=94NkW3Q8re8https://www.youtube.com/watch?v=atGJkkzVe54The image above is from the design thinking work out of Stanford’s Design School.

ExhibitionHow will students publish work for an audience???? Consider format: printed photo essay, blog, webpage, live show, or finished video. Will social media be a component? How can you assist students in publishing pushing out publicity? Let students generate ideas and help decide as opposed to TELLING them.

Geoinquiry resources:https://www.nationalgeographic.org/education/programs/geo-inquiry