One of the most difficult issues I have is trying to figure out how to explain what I know. If your audience doesn’t have the vocabulary or background knowledge, that makes it more difficult.
Writing a story – well, I just do it.
Explaining to a class full of (sometimes) eager students – is hard.
But there is some light and I kind of have a handle on it. Here are the basics.
First have them write the ever-familiar three paragraph essay. We’ll use the Autobiographical Assignment as the basis for this. First graph – introduce yourself and tell me about where/when you were born, your family, pets, where you live, etc. Second graph – write about something you enjoy doing and explain why you enjoy it. Third graph – write about your dream/your goal in life and how you will achieve it.
Second – using a storyboard form, write one sentence or one thought for each slide of the storyboard. Then either draw a simple sketch or write notes about what you plan to use for visuals (yeah, I reviewed all of this already in a prior post).
Third – color code your storyboard. Choose four colored markers, make up a color key for on camera (you), download from Internet, find photo or visual, shoot new photo/visual.
Now mark each slide in your storyboard with the appropriate color. The storyboard becomes a color-coded visual reminder of where you must get each visual to cover your narration.
Use the storyboard to plan your timeline or shoot. First go home and find the visuals you think you have at home. During class time, request permission to go to the library (with flash drive) and acquire visuals from the Internet (be sure to note your sources/urls).
Now, request a camera for one day of shooting your on-camera and still photos brought in from home.
At the same time you are looking for photos and downloading from Internet, decide who you will interview and set up a time/date for the interview and request a camera. Shoot.
As you acquire each asset/visual, import/capture it to the computer. If you have down time, you can record your narration and do titling.
When the time comes to finally edit your autobiography, most of the work is done already.
This can apply to a lot of high school stories…although many may be dependent on getting the interview first (aka information).
Finally – burn the sucker to Quicktime, turn in your Project Completed form stapled to your storyboard and kick back. You are done and can take a (brief) break while everyone else tries to catch up with you.