DEC Scan Journal : May 2011
Scan Vol 30 No 2 May 2011 18 Enriching understanding by responding to narrative Different cultures have folktales that tell of events, traditions, and beliefs. For centuries these traditional tales were passed on through word of mouth. Information and communica- tion technology can span physical, cultural and historical distances enabling children to share narrative voices from other lands. Digital storytelling is a combination of traditional storytelling techniques, sometimes combined with live performance techniques, and with the use of multi-media to provide sound and video to supplement the spoken word. Steve Cisler Digital technology provides an opportunity to merge the traditional art of storytelling with interactive technology and create cultural narratives that immerse the audience in a new cultural experience. Patricia Search Using the Tinga tinga tales as a starting point, students can be encouraged to create their own stories and present them in the oral tradition and through dramatic performance. Students can be guided towards developing digital stories using pictures, voice and sounds, and can then share their stories with other children through the use of internet technology. A suggested learning sequence for collaborative teaching The suggested teaching ideas focus on oral storytelling to playbuilding to digital storytelling, and include: • connected KLA outcomes, skills knowledge and understandings (Table 1) • information literacy: programming ideas for Stage 2 Drama -- playbuilding using Tinga tinga tales for the organising phase of ISP (Table 2) • guidelines for preparing and presenting a digital story (Table 3) • a story mapping scaffold (Figure 4) • a storyboard template (Figure 5) • links to digital tools to further explore and extend student learning (Table 4). Enhancing opportunities for extending student learning Provide opportunities that enable students to choose an extended learning experience, such as: • use imagination to build characterisations and create own tale • use props for dramatisation • experiment with sounds to depict animal of choice (predictive like Peter and the wolf) • photograph group members exper- imenting with movement to depict animals and create a sequence using, for example, PhotoPeach, add music and a written story • locate Tanzania and Kenya on a world map (Google maps) • investigate Tingatinga artworks and use these as a springboard for artmaking • create masks to enhance dramatic performance Figure 4 Story mapping scaffold Students can be guided towards developing digital stories using pictures, voice and sounds.