Digistory activities.

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Refer to the digital storytelling section for clarifications.

Accident Story Sample.


Ask students to read the following car accident report either on line or in hard copy and answer the questions that follow. Depending on the age of the students you may need to explain basic traffic regulations such as “right of way at a cross roads”.

A 16-year-old Springfield man was injured this morning when his car collided with an empty school bus at Thompson Lane and Lindbergh Avenue.Kevin L. Bowen of 513 Maple Lane was taken to Springfield Hospital, following the accident. He is reported to be in satisfactory condition. A passenger in Bowen’s car, Brad Levitt, 16, was injured. He is in satisfactory condition at the hospital. Also injured was Ruth L. Anderson, 42. She was hurt after Bowen’s car and the school bus collided and Bowen’s car skidded into hers.Police said the accident occurred as Bowen attempted to turn left from Thompson Lane on to Lindbergh Avenue. He turned into the path of the school bus, which was headed north on Lindbergh. The bus, driven by Lindell B. Johnson, 24, struck the left side of Bowen’s car.Bowen’s car crossed the southbound lane and traveled 54 feet north of the intersection, where Bowen’s car struck Anderson’s, which was southbound on Lindbergh. Her car was forced off the road and into a ditch, police said.Police said Bowen’s car was destroyed. Damage was estimated at $1,000 for the bus and $250 for Anderson’s car.

  1. How many people were involved?
  2. How many vehicles were involved?
  3. Where did the accident take place?
  4. What is the basic order of events?
[i] http://www.csus.edu/indiv/f/foxs/Jour%2030/Accident-story-sample.htm, [Accessed April, 8th, 2013, slightly adapted].

Rewriting from a different point of view.


  • Ask half the students to rewrite the report in the first person singular, identifying with one of the people involved in the accident.
  • Ask the other half to rewrite the report including as many adjectives/ adverbs as possible.
  • Then ask them to exchange reports in pairs or in groups and read them to other members.
  • Encourage comments about the impact the two different approaches have: first person narrative, connotation of adverbs and adjectives.

Auto accident report form.


 

  • Ask students to read the following form and think of what information is required in each section.
  • Clarify any technical terms as needed.
  • Then ask them to assume the role of one of the people in the accident and complete the form with actual information from the report.
  • They should pay special attention to the last section of the form: “Sketch the Accident Scene”.
  • In particular, they should draw the streets mentioned, include their names, place the vehicles involved and use arrows to indicate movement.
  • Finally, they should use numbers to indicate the sequence of events.

[PHOTO]
[PHOTO]

Talking about fellings.


  • Ask students to assume the role of one of the following: vehicle driver, parent of one of the drivers, school official and hospital worker.
  • Ask them to get in pairs and prepare a dialogue that would focus on the facts of the story but at the same time show how each person is feeling.
  • Students should focus on what questions they would ask, what advice they would give, what emotions they would show and what emotions they would hide.

Considering the big picture.


Ask students to discuss the following question:

“Should 16 year olds be allowed to drive?”

  • What arguments can they think of in favour or against this question?
  • Which arguments come from the head and which come from the heart?
  • What changes would they make to the report if they were in favour or against the main question?

Working with emotions.


Consider the accident report above.

  • What are the main issues that arise?
  • Which ones affect the characters?
  • Which ones affect or should affect the audience of your story?
  • Think of courage, responsibility, carelessness, honesty, calmness, etc.

Working with the story characteristics.


Complete your storyboard.


  • Complete the example below with the images and sounds that you would like to use.
  • Include transition effect that you may want to use as well as the narrative.
  • Organise your files in folders named Frame1, Frame 2, etc.
  • Think of what transitions would be more effective.

Create a presentation.


  • Open a new presentation in PowerPoint.
  • Insert all the images and sound files that you have selected.
  • Does the end product match your storyboard?
  • Add transitions and run your presentation.
  • Again, check the final product.
  • Make any necessary changes.

Less is more.


Look at the Accident Report in Tip #1 and the storyboard template in Tip #8.

  • Decide on one word that you could use to in each box to tell the story.
  • Use one word only.
  • All words must be of the same category: verbs, nouns, adjectives, etc.

Give the storyboard to a colleague or classmate who has not read the report.

  • Ask them to think of a story to tell you using the words in the storyboard.
  • How close to or far away from the original is their story?

Repeat the steps above but this time using pictures instead of words.

  • How different is the result?

Adjust your pace.


Record yourself while giving a presentation.

  • Listen to yourself (possibly with your eyes closed).
  • What are your initial feelings?
  • Where can you change your pace to make it more effective?

Polishing your presentation.


  • Record or video yourself giving this presentation.
  • What changes do you need to make to content, effects and delivery to make it more effective?
  • Use the following categories to assess yourself.
  • Make any additions or deletions to content as necessary.

Delivery.

  • Voice.
  • Vocal Emphasis.
  • Volume.
  • Rate.
  • Vocal Properties.
  • Articulation.
  • Pronunciation.

Slides.

  • Text in Slides.
  • Slide Format.
  • Images.
  • Animation.
  • Graphs.
  • Slide Presentation.
  • Visual Aids.