DS: Week 2 Blog

Part 1: “Where Has the Time Gone?”

As I watched Dana Atchely's video Turn, I found myself unexpectedly transported back to my childhood. When the narrator quietly asked, “Where has the time gone?” and I saw the image of the family walking back to the porch, memories of my grandparents' old farmhouse flooded in. That very porch, where I ran and played with over 30 of my cousins, held so many happy childhood moments for me. The blend of those familiar visuals with the nostalgic music hit me, making me feel completely connected to the story being told on screen. Turn became more than just a video; it felt like a quick replay of my own life (stoom, 2014).

The story engages the audience on many different levels, making it both emotionally moving and relevant. First, Dana, the storyteller (not me)😂, expresses personal connection and nostalgia by focusing on family memories, notably those from his grandfather's home videos. These films document family memories throughout time, and the mention of outdated technology, such as the Kodak camera, and changing family dynamics elicits a sense of sentimentality that viewers may recognize from his own family experiences. Additionally, the use of vivid visual imagery, such as depicting "rich green colors" and sights of family members turning and engaging, helps the audience see these events more clearly. This strong detail involves the listener, making them feel as if they are viewing movies alongside the speaker (stoom, 2014).

Emotional depth is another aspect that keeps the audience interested. The story explores themes of time passing, family ties, and personal development. The mention of the speaker's parents' divorce and a rare moment of tenderness captured on film relates to the intricacies of family dynamics, which many audience members may find touching or relevant. Dana also includes humor and self-reflection, as he recalls his father's compliment, "You were so cute then," and reflects on his youth with lighthearted conviction. This lightheartedness provides an opposite perspective to the more serious issues, keeping the audience interested without becoming too heavy (stoom, 2014).

The music in the video played a significant role in shaping the overall emotional experience for me. It was very nostalgic, and the moment it began playing, it took me back in time. The music felt like a perfect accompaniment to the vintage film footage, emphasizing the sense of time passing and the sentimental significance of the family memories preserved on film. The music not only helped me connect more intimately with the video, but it also increased the introspective tone of the narrative. It emphasized the idea of reflecting on one's life, which made me feel more present in the time and involved with the visuals. The incorporation of music and imagery established an effortless connection between the past and the present, making the story feel both universal and personal (stoom, 2014).

Finally, the story touches on general topics, such as the passing of time and the changes that accompany it. The storyteller's comment on how time has passed, and how his father may have been "dumbfounded" by his son's changes, is something that many people can relate to, whether they are parents seeing his children grow or someone reflecting on personal changes. By integrating personal details, visual and emotional clues, humor, and universal themes, the story successfully attracts the audience's attention and invites them to think about his own family histories (stoom, 2014).

Part 2: Educational Value of the Story

The story has significant educational value as it addresses themes like memory, family history, and the passage of time. It invites students to reflect on their personal experiences and emotional engagement, both of which can be effective in developing critical thinking and reflective writing skills. The video also has a strong connection to visual storytelling, which helps students learn how images and multimedia can be used to convey deeper meanings and emotions. These topics can help with learning objectives in both middle and high school social studies and English classes, particularly personal narratives and historical reflection.

For example, ELA standards can be incorporated into both ELA and Social Studies instruction, emphasizing comprehension, narrative structure, and discussion-based skills:

Key Ideas and Details (Reading Literature) - RL.8.1

• Standard: Cite textual evidence that supports analysis of what the text says explicitly as well as inferences drawn from the text.

• Application: This can be used in Social Studies to help students analyze historical texts, primary sources, and narratives by extracting critical details and supporting inferences with evidence from the text. We often have students doing this in 8th grade American History! In ELA, it can help students understand and analyze literature by grounding their interpretations in direct quotes.

Integration of Knowledge and Ideas (Reading Informational Text) - RI.8.7

• Standard: Evaluate the advantages and disadvantages of using different mediums (e.g., print, digital text, video, multimedia) to present a particular topic or idea.

• Application: In Social Studies, students can analyze different formats of historical evidence (such as documents, documentaries, and maps) to assess the effectiveness of each medium in conveying the information. In ELA, they can explore how multimedia elements enhance or detract from storytelling or presenting information in nonfiction texts.

Production and Distribution of Writing - W.8.4

• Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• Application: In Social Studies, students could write essays or reports analyzing historical events or primary sources, ensuring that their writing is organized and suited to their audience. In ELA, they could write literary analysis or creative pieces that reflect clear organization and style suitable for their intended audience.

Speaking and Listening - SL.8.1

• Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others' ideas and expressing their own clearly.

• Application: In Social Studies, students could participate in discussions or debates about historical events, where they analyze different perspectives and express their views. In ELA, students could engage in literature circles or Socratic seminars to discuss themes, character development, and authorial choices in texts (Kansas State Department of Education, 2023).

ISTE Standards:

The creation of the story aligns with several ISTE Standards:

• Empowered Learner (ISTE Standard 1): By watching and reflecting on the video, students can make connections to their own lives, fostering a deeper understanding of their family history and values.

• Creative Communicator (ISTE Standard 6): Students can analyze the video to learn how to express themselves clearly through digital media, incorporating visuals, narratives, and music to convey meaning and evoke emotion.

• Knowledge Constructor (ISTE Standard 3): The video serves as a model for students to create their own stories, drawing from personal experiences and using digital tools to organize and present their ideas (International Society for Technology in Education, n.d.).

Part 3: Connections to Ohler and Lambert's Guidance

Lambert's Storytelling Framework: Lambert emphasizes storytelling as a reflective, personal journey that connects the storyteller to their audience on an emotional level. My digital story about traveling to Italy with students aligns perfectly with this. I am reflecting on the transformative nature of travel and how it impacted both my students and myself as an educator. Lambert’s focus on the importance of emotional connection will be evident as I highlight students' personal growth and the value of real-world experiences, which resonate deeply with both educators and students (Lambert, 2010).

Ohler’s Story Structure: Ohler outlines the importance of traditional story elements, such as a clear beginning, middle, and end, as well as the use of tension, resolution, and reflection. In my digital story, the beginning would introduce the trip to Italy and my initial excitement as an educator. The middle could focus on the challenges and experiences students faced during their travels, showing their development and newfound perspectives. The end would offer reflection on the overall impact of the trip, both for me and my students, concluding with my hope to inspire other educators to incorporate experiential learning into their teaching. Ohler’s guidance on creating compelling narratives that engage the audience by making them care about the outcome will be particularly relevant as I emphasize how student travel brings education to life (Ohler, 2013).

References:

International Society for Technology in Education. (n.d.). ISTE standards. ISTE. https://iste.org/standards

Kansas State Department of Education. (2023). Kansas standards for English language arts. Kansas State Department of Education. https://www.ksde.org

Lambert, J. (2010). Digital storytelling cookbook (Contributions by A. Hill, N. Mullen, C. Paull, E. Paulos, T. Soundararajan, & D. Weinshenker). Digital Diner Press.

Ohler, J. (2013, November 18). Story concepts. Story Concepts. https://storyconcepts.blogspot.com/

stoom, b. (2014, March 29). Turn by Dana Atchley, Digital Storytelling pioneer [Video]. YouTube. 'Turn' by Dana Atchley, Digital Storytelling pioneer