Which comes first, the story or the images
I've had many discussions with undergraduate and graduate students about digital stories as reflective tools and one question always gets a lot of airtime. We always focus on story first, however as a digital society and the ease and convenience of taking digital photographs making each of us an amateur photographer, which comes first...
the story...or the images that spark the story ....
I've seen great examples of both and just thought I'd toss out the idea and see what you folks thought about it.
Another idea that I've been working with, can music become the voice of a story, letting the images speak for themselves
I've been reading too much lately...but the images seem to have a huge impact on the emotional or cognitive impression of the story that's being expressed.
any thoughts?
Cynthia
posted by Dr. G @ 5:38 PM
10 comments
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10 Comments:
Cynthia,
I dont' think there is a pat answer to your question. I believe the answer lies in what you are attempting to accomplish with the digital storytelling medium. My undergraduate students have done both as well. Usually I allow them to write their story and then find the pictures to complement the story. However in our workshop; due to time limitations, my pre-sevice teachers presented to students a group of pictures and asked them to write a story about the pictures. The original purpose of the workshop was to provide my students an opportunity to teach content using technology.
As for your question can music become the voice of a story...I would have to answer yes. Several of my students have preferred leaving out the narration. We usually show two versions to the class and ask the class' opinion on which version they prefer. Most of the time the images and music are enough to tell the story. One of my students used her story to raise money for a church project of dentist going to South America and helping the poor disadvanted children. She was able to raise several thousands to buy supplies for their next trip. She showed the images of the children in before and after shots along with music. After showing the movie to the audience,they raised triple the amount they normally raise.
I personally believe it depends on the images, music and who your intended audience will be.
In my opinion the intended audience is essential to the construction of the story and should be considered in every step in the process
Actually that's what I was looking for, some discussion surrounding the question. I agree, there is no pat answer...
but isn't it interesting to ponder?
Cynthia,
Yes it is and the discussion can help you with the process of creating a great digital story as well.
As with the others, I don't think that there is one way to do it, but you can ask students to start with one "muse" and likely get a different story than if you started with another.
Personally I like to advise people to think about the story first and then find media that fills it out, unless the story is about something that is best represented by a media representation.
So if you are telling the story about a feeling, a story if likely a better starting spot, but if the story is about a place that you have a picture of or the sound of something, that is the place to start... sounds simple, but many people I talk to do get sucked into the "photo first" mentality because so many stories out there are photo based.
This is a great discussion because, I believe, that there is no correct answer; yet, people tend to passionate about finding the locus of digital stories. While I can appreciate the desire to identify the appropriate starting point for a digital story, I’m not sure that there has to be a consistent one. It can vary from story to story. In general, the 3 sources for a digital story are the images, the audio, and the idea (or concept). I believe that, depending on the situation and the individual, one will take precedent over the other two. The other two would then be called on the support the development of the digital story. For example, a musical piece may spur the idea for a digital story, then a voiceover, background soundtrack, and supporting images would be added. Or, perhaps, a set of images begins the process, with the music then called upon to play a supporting role. And, of course, a key idea could be the germ for a story, with supporting images and audio to follow. All of this should then be woven together through a script. And, as the script is developed it could feedback into the other elements.
We use a model for the planning phase of digital storytelling, which is captured by this graphic that attempts to convey multiple entry points for the genesis of a digital story.
Again, good discussion.
MS
Mike,
I really like the graphic. It is a great way to open the discussion on digital storytelling to a class.
I also agree with your assessment that the locus of digital stories doesn't need to be consistent. A variety of methods and catalyst can and should be used based on the circumstances surrounding the project. For several years I have seen teachers use images and music to assist students in story development. I have also used the sense of smell by burning
specifically scented incense.
Then asking my students to write about the images the smell conjures up in their mind. Many of the stories written were amazing. The smells usually brought to mind specific memories they could write a story about.
In our SITE paper my colleagues and I we discuss that since Gardner has developed the multiple intelligences how can there be only one way to learn? I beleive the same principle applys here. Why must there be only one way to develop a digital story? The flexibility of the medium is what also makes it so powerful. Students don't have to fit into a specific mold to create a great digital story.
Dayle
Dayle, I look forward to your presentation and reading your paper.
"In our SITE paper my colleagues and I we discuss that since Gardner has developed the multiple intelligences how can there be only one way to learn? I beleive the same principle applys here. Why must there be only one way to develop a digital story? The flexibility of the medium is what also makes it so powerful. Students don't have to fit into a specific mold to create a great digital story. "
This statement really says it all, and perhaps shows the beauty of this debate/discussion regarding digital storytelling.
Can't wait for SITE
Cynthia
Cynthia,
Thank you for your kind sentiments. I really look forward to seeing so many of you in a few weeks.I have really enjoyed this blog and hope it continues even after the conference.
I just wish I could stay for the entire conference, but alas I must return to teach my classes. My Dept. Head does not want us missing more than 2 classes per semester. Thus I must return to teach my Thursday and Friday classes. In this time of faculty layoffs due to financial cuts because of the hurricanes I do not wish to rock the boat.
I am disappointed I will miss the presentations on Wednesday (my return day) Thursday and Friday.
This blog has really brought out many fresh ideas to consider in using digital storytelling and I'm so appreciative to Dr. Bull for inviting me to participate.
thanks
Dayle
About 10 years ago, I collaborated with Michael Ambrosino at Pacific Northwest College of Art to create the curriculum and teach multimedia studies at Northwest Academy in Portland, Oregon. NWA was created to address talented and gifted high school students whose abilities were being under served by an under funded public school system.
The first assignment we gave our multimedia students was to create a scene in sound effects only. This was the very first stage of our storytelling journey. They were forced to think beyond their normal toolset…to place themselves within the scene and “visualize” using their ears. (I know that doesn’t make sense, but I don’t have a word for auditory imaging).
By the end of the term, the digital story became a video scene. Step by step, we moved students from sound to visual image. The script came last. By then, they knew their stories so thoroughly, understood the texture, the smell, the humidity, the they could tell it a dozen different ways, depending on who was listening.
Visualization is essential to tell a story. So is an understanding of the audience.
In the 40s, an image of a smokestack suggested prosperity. In the 70s, it suggested pollution. Unless the storyteller acknowledges his/her audience’s connotations, it is impossible to get the maximum reaction. With the abundance of media noise available, why should anyone read, listen or watch my story if it doesn’t speak to them?
Can someone point me to copyright-free sites for music downloads. My high school students are working on a digital storytelling project and I would like for them to incorporate music but at the same time teach them about ethical use of Internet media.
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