Write brief reviews about the two
tools you used to create short lessons with this week (Digital Storytelling
through Storybooks, Cartoons & Comics).
-With Pixton, I made a worksheet <Introduce yourself>, that
is, the cartoon with bubbles. In the cartoon, the two characters have just met
for the first time. So students should imagine what they talked about and fill
their thought in the blank bubbles.
This site consists of intuitive, expressive tools, so that users
can play and make arts and works having fun. It provides a variety of
characters, background pictures, situations to elicit your curiosity. And it
helps you to make each picture very elaborately. For example you can pick up
and change your character’s facial expression, location of body parts, habits
of posture in natural way. If you want to create your own cartoon, it might
take time to make appropriate plot that comes from your experience or
imagination.
-Storybird has a number of pictures painted by amateurs or
professionals. You can pick up and rearrange the pictures according to your
ideas. There are many pictures in sophisticated and varied styles. These
pictures are so inspiring that you can make a new story related to pictures. You
should drag each picture and write a lot of useful words, phrases, sentences on
the letter-board (besides each picture) in this site. But you might have
difficulty writing first without plot even if you get many ideas from pictures.
Creating stories with even given pictures can be challenging and it might be
demanded a lot of work.
How could these
tools be used by teachers AND students?
▪ I’m going to explain how to use these tools in
my class which teach about “Introduce yourself”.
▪ It is
difficult for anyone (especially young learners (6 and above years old) to
describe themselves suddenly without guided frame.
-a willingness to fill
in the bubble of cartoon.
-a wish to explore and
express personal experiences and ideas
-a delight in images
and language
-a wish to communicate
clearly and simply
-a wish to communicate
to others.
▪ Also
Pixton can be a craft of story-making. You must not let children think there is
only one way to make a story with only a pencil. Students can brainstorm
characters and background, plot of their own story more easily with playing Pixton.
Of course, creating new a story’s plot might be very difficult. But when your
children look and wander around Pixton’s world, they can find
the seeds of stories that make them get desire to write something.
▪ I’m
going to adapt <storybird> to teach making prediction about a fairy
story.
▪ When you
read a story, you can make learners involve the story with beautiful and
interesting pictures.
▪ The
learners try to write their own fairy tales for homework. (e.g. The learners
can use this tool from http://storybird.com/create/) They then read them
in class. They can stop after the title for the rest of the class to guess a
few words they think will come up in the story. Also the child can stop halfway
through the story for the rest of the class to guess the ending.
▪ If the
children are not able to write their own story, give them the option to choose
a story (for example, the children can search various story in http://storybird.com/explore/) not known
to their classmates and follow the same procedure.
How could they be incorporated into a class?
These tools can elicit
children’s creativity. Some learners cannot apply their full intelligence if
they are not given the opportunity and encouragement to be creative with the ‘new’
language. With these tools, children can make their own story playing these. Also
it is much easier to invent a totally imaginary story with limited language.
And their work can be published to everyone. Stories they make with these tools
can be performed for other groups in the class, for other classes, or for an
end-of-term show for parents.
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