Sunday, November 25, 2012

Digital Story

My storyboard is a little non-traditional.  The images are in my head as I will be taking the photos of family artifacts.  I have noted the location and the content of the photos.  I have a "date" with a cousin to take the photos on Tuesday of this week.  It will be fun to spend time with Cousin Jan, fun to share the story of our family, and fun to create a permanent connection to the boxes of stuff in my care.


Will the legacy of my ancestors become a burden to my descendants, or should I say, Do I really need to keep all this stuff?

Image: Family photos, group shots
The story of my life is a complicated one, I have traveled the world [Image: Eastern Europe] yet still I always return home to the hills of West Virginia.  My heart and soul are buried in this mountain soil [Image: WV scene].  I may not have been physically born here, but a part of me, has always been here. [Image:  John Hackers Cabin]
My family has always believed in telling the story of the land and of the people.  [Image: Chronicles of Border Warfare, Lewis County History Book, interp photo of me]  While the family gift of writing the story may be somewhat unique our penchant for “saving stuff” is not.  Families across Appalachia have buildings full of “important” family items.  Although our family stuff collection is not unique it is a responsibility that I take seriously.
My great aunt passed away a number of years ago [Image:  Aunt Reva]  She was preceeded in death by her husband, and had no children.  There was a limited number of nieces and nephews to whom her collection of lifes stuff could be passed.  She had done all the right things late in life, passing on momentos [Image:  red shoe], and disposing of the unnecessary physical things.  It’s ironic to think that a woman who lived to be 92 could have her life reduced to 12 boxes.  [Image:  boxes].  Yet it is those 12 boxes that pose the question, will the legacy of my ancestors be a burden to my descendants?
I have spent many many hours sorting through the legacy of my Great Aunt.  She was a favorite of mine and we spent many hours together when I was a small girl.  One of my earliest memories is of her home in Akron, Ohio [Image:  house] and the giant breezeway where the family gathered.  Sitting in the corner was a collection of family items, a great wheel, a yarn winder, wool cards, and a framed photograph.  To this day, I can clearly picture that room and the placement of those items.  Perhaps it is poetic that those very items have been a driving force in my life and because of their influence upon me I am challenged to make a connection between my children and grandchildren for the stuff of a woman they have never met.
The first box I opened contained love letters from my uncle to my aunt during WWII.  He wasn’t a romantic, but he was handsome.  [Image:   Uncle B in uniform] hundreds of photos of Aunt Reva [Image:   aunt reva], and baggies of valentines.  There were more than 150 valentines in all.  Most are of the school variety “will you be mine?” with a name scrawled in pencil on the back.  Some have a last name, but most carry no connection to the present.  However, there are the embossed valentines from my Great Great Grandmother to my aunts and grandmother.  There are the valentines signed with “love and affection” by a boy whom I knew as a man, but I never knew he cared so deeply for my aunt.  He was gone before I came into possession of the box so I have no way to ask him about her.  I used this box to complete a project for school.  I’ve sorted the valentines and [Image:  valentine collection] read the letters.
The second box is a treasure and it is my challenge.  It contains the story of my great grandfather, Nick P. Winemiller.  Grandpa Nick died two years before I was born.  But thanks to my aunt I have many photos of him and his family, [Image:  Nick] and his courtship with my namesake.
I must digress and tell you of the man who came into my life in 1998.  Daril Stalnaker married my mother in Oct of 1998.  Daril was a wonderful man, but he was 24 years older than my mother.  We were all very blessed to have him as a part of our life until the age of 91.  Prior to his death he spent many hours with my daughter.  He was there when she announced she was pregnant with her first child, and it was Daril who proclaimed that it would be a boy and she should call him Nicholas, after her grandpa.  Daril shared some wonderful stories of my great grandfather, whom he knew as a child and a young man. 
My grandson Nicky is now 4 years old.  He will never remember the man who named him or hear the stories of his namesake [Image:  Grandpa Nick] from someone who knew him.  Someday though, when my time has come and Nicky has the opportunity to move the great wheel that has been sitting in my living room [Image:  my living room] and then the boxes.  I hope that he will take the time to stop and look and wonder who these people were and question how they influenced him. 
I will spend my lifetime telling my children and grandchildren the stories of their ancestors and share with them the photos, the letters, the school books, and the valentines.  While I can never hope to create a first person connection to the treasures that have been entrusted to me I can strive to provide a connection to their importance to me and hopefully to provide a more permanent emotional tie.
I sometimes wonder if my grandson Nicky will someday sit and open a box and tell the story of the items it contains to his grandchildren.  I imagine the conversation would be something like this…..  “Reva dear let me tell you about a women that your Nana (that’s ME, Jane) knew and loved.  It’s a long story but we have some really old things to make the story fun.  See this book, its dated 1882.  Be careful, its very very old.  This book belonged to your 5th great grandfather, Nick P. Winemiller.  Yes, dear, that’s my name too.  Would you like to see a photograph of your other Grandpa Nick?”
I know there will be many times over the years when I will struggle with the physical stuff of my ancestors and for various reasons I will part with items [Image:   film, tattered clothing box] but I hope that through the telling of the story to my children and grandchildren I will build a love and connection for the people, places, and things of long ago.  That someday my little Nicky will think to himself, “I’m glad NaNa was crazy enough to keep all this stuff, its’ really cool.”

Sunday, November 11, 2012

Double Journal Week #12


1.      How can documentary video production help prevent the underdevelopment of urban youth minds and spirits?

 

Providing youth with a creative outlet feeds their mind and soul.  Many youth crave something more, something positive, and something different.  Young minds need to be stimulated and they need to believe that they have a way to be better, to be different.  If a soul believes they have a chance to move up, if they truly believe, than there is hope. 

 

2. What school-based literacies does documentary video production help to develop?

Students work towards achieving a variety of literacies including reading, writing, and even mathematics.  There are many life skills that are inherent to the process such as time management, analyzing situations, and the decision making process.   They are learning critical thinking skills, as well as communication in its most basic form, verbally.

 

3. What 21st century skills does documentary video production help to develop? Provide concrete examples from the chapter. Use this Wikipedia article to help you answer this questions.

 

Video Production skills encompass most, if not all aspects of the 2st Century Skills.  From the use of technology to professional development, from Life and Career Skills to Core Subjects all aspects are represented.

 

For example, one student,  Jackson questions the need and ability to analyze a question that he already believes he knows the answer to. (Goodman, pg 73, 3rd par.)  He needs to learn (and does) that the obvious answer is not always the right answer nor the best.  Additionally, be closely examining questions he believes that he already knows the answer to he is learning that there may be different points of view.   This concept is an important part of life and career skills.

 

The Information, Media, and Technology Skills component of the 21st Century Skills are very broad in their application.  It is easy to coorelate that learning the process of videoing including the details of logging, are a component.  There is more to the video process than running a camera, students in a video production class get exposure and hopefully develop the skill snecessary to support this endeaor.

 

4. Would you support a documentary video production in school or after-school program in your community? Why or Why not?

 

I believe that youth require a variety of diversionary activities to keep them out of trouble.  Providing the same basic offerings for extra curricular activities will leave students out of the loop. Students are, above all else, individuals.  They cannot all be treated the same.  In my school days there was the band geeks, the jocks, the dope heads, and the av junkies.  Today, that list of classifications has grown to include such diverse interests as the anime kids, the WOW junkies, and a variety of others.  By taping into modern video technology there is an excellent opportunity to include more youth in creative outlets and perhaps provide them skills for the 21st Century.

 

 

 

 

And THE question is?

As I embark upon the next chapter in my life I wonder if the legacy I leave behind will be as important to my descendants as the legacy I have inherited is to me.  Or more simply stated, will my life have a lasting meaning?

Fabric is full of many fibers, the weaving of those threads creates a fabric that may be rich and luxurious, or thin and sparse.  Yet each piece of material that is created is unique, when care is taken in the weaving process the finished goods will be full, long-lasting, and serve the exact purpose for which it was created.  So too, is the story of my life, in a very literal sense.

Elements of Story


Element #1 – Point of View

Consider your audience as you plan your story. Why is it important for you to tell your story to them? What do you hope your audience will understand about what you have to share? Will you be telling your story in 1st person (more personal) or will you be telling it from 3rd person (more removed or detached)?

Take a look at the two examples and see if you can identify the purpose behind each story. What is the point of view in each? Whose voice do you hear?

The point of view of a story is essential to the harmonious conclusion of a piece that has kept the audience engaged and leaves them with a piece of the teller.  Often times the same story can be told from different points of view. 

“Making Salt” is an educational piece that is sharing the process of collecting salt.  It is meant to be impersonal and educational and it does that well.  It gives enough information to invoke curiosity in the process.  The second example left me wondering, what????  Although by the conclusion I was thinking, this is a nice piece that the students can share with their parents and giggle their way through at photos of themselves and their classmates.  If this was developed as a recap of a field trip, it does that very well, but there was little to no value for a disinterested third person.

Element #2 – Dramatic Question

See if you can find a dramatic question in the examples for this section. Is the question resolved in each movie or are you left without a resolution?

“Are We Making Guam Ugly?” poses a dramatic question, but the answer is inconclusive.  Obviously the students are tossing out metal, but there is no connection to illegal dumping or that what they are doing being wrong.  Perhaps in the context of the island this visual made sense, but the images presented showed a very narrow view of the problem.  My greatest challenge was connecting the happy music with the unhappy pictures.  A portion of the song set against some photos of the natural beauty of the island which would then transition to a less happy piece with the negative images would have supported the question better.  Also, having the students putting the junk into the truck would have been more positive.

The Seward Legend was fun, but it failed to present a question, so therefore no resolution was found.

 Element #3 – Emotional Content

This section has three examples of movies that deal with emotional content. See if you can identify the emotional paradigms behind these stories

All three of these clips provided strong emotional content, although each was on a different level.  I was particularly moved by the “What is a Stranger?” A traumatic story, but a creative way to deal with a real life issue.  I hope that the piece helped in the healing process for the students.

Element #4 – Voice

What impact is present when children's voices are used as compared to having an adult narrate this story?

What do you think about having the words included as images in the movies? Is this something that you would want to do with your students? Why do you suppose the author included these images?

There is a time and a place for each voice.  The aural connection is profound and when a limited number of senses are available to examine an item it is imperative that those senses be tuned in appropriately.  A young person narrating the story of an elderly person would have less impact than if they were narrating a children’s story.  However, clips and interviews with some people, even though they are meant to be in the first person, can be detrimental to a piece.  Not all voices are created equal and the tone and dictation of people need to be considered.  We see in each of these elements that they are all connected.  A poor choice in any one area can profoundly affect the overall result.

Element #5 – Soundtrack

I did not notice the question in this component.  Perhaps I’m overwhelmed with all the information that is provided.  I find the soundtrack to be the most difficult component, not only because of copyright issues, but also because I just don’t really notice music.  I’m more of a white noise person.  I will notice if a particular selection is inappropriate or if it suits the intent, but the selection is a key problem for me.

Element #6 – Economy

Look at the examples in this section and consider the decisions the authors made about length of clips, types of transitions and sequence of events. Are you able (as a viewer) to fill in the missing pieces?

Both clips filled the need, however if the clips were viewed without the accompanying text that explains the project one would be in the dark more on the second piece than the first.  Sometimes less is more, but just as often more is too much.  It is difficult to find the right balance.  Repetition is positive in storytelling, but even that is conditional upon the audience and the point of view.

Element #7 – Pacing

Have you ever listened to a really good story and noticed how the storyteller changes the pace throughout the story?

How about this example from a "Small School" in Alaska? While it contains very few spoken words, what comments do you have on the pacing of the story?

Are there areas that you would have liked to see sped up or slowed down?

How has humor been introduced in this story without the use of spoken words?

Both these stories were interesting.  I visited Alaska about 18 months ago so I had an unusual appreciation for these two selections.  At first view the first example moved slowly and provided too much detail to keep my attention.  The initial opening was catching, but the text was heavy.  The piece did pick up again after the historical context, perhaps a third voice in that section would have helped.

The second piece, “A small school,” was creative and fun.  Part of the video sections could have exercised more economy and been clipped as there was too much wasted time which resulted in an alteration in the pace and negatively affected the humorous aspect of the piece.  Having seen a moose in downtown Anchorage in the middle of March I thoroughly enjoyed the lighthearted look at life in the tundra.  There was a great use of props to convey their point.

Tuesday, November 6, 2012

Week #11 Double Journal Entry


Quote:

 

“At its most basic, the students’ inquiry begins with and spirals out of the act of questioning, as all inquiry does.  But for questions to eventually lead to answers – and perhaps to new questions – inquirers must learn where and how to gather information.  Then they need to learn how to assess the reliability of the information they obtain, and finally how to interpret and integrate the new data into their existing frameworks of knowledge and experience.” (Goodman, pg 48, par 2)

 

Media literacy skills are essential life skills as we move forward in the 21st Century.  Students, of all ages, need to learn to not only question, but also to seek answers to those questions.  It is not enough to accept that something is what it is, simply because that is what it is.  (Wow, that was a mouthful.)  Many youth of a question authority, but not enough of them seek an answer to their question.

 

As I read this weeks’ reading I was impressed with the level of ownership that the students took for their project.  They strongly felt that it wasn’t enough to question why there were guns, they wanted to find a way to reduce guns in the community and they realized that they needed to discuss the issue within the community.

 

The process of inquiry for these students was challenging both mentally and physically.  The process required them to hit the streets and talk about a subject that is touchy.  The fear of reprisal must have been present, especially as they talked with their peers on a subject that is violent and has the potential to be sanctioned legally.

 

Resource:
 

Comments:

The connection between The Chronicle article and the reading is simple, students are not developing the skills to question, research, analyze, and develop hypothesis.  If these skills are not being developed sufficiently in students who pursue higher education, it is safe to presume that basic media literacy skills are not being learned sufficiently for young people to become productive adults.  In keeping with the spirit of the quote this additional resource provides some potential answers.
 

 

 

Citations:

 

Chapman, Paige. (2010). Students lack basic research skills, study finds. The Chronicle. <http://chronicle.com/blogs/wiredcampus/students-lack-basic-research-skills-study-finds/28112> 6 November 2012.

 

Goodman, S. (2003). Teaching youth media. New York: Teachers College Press.

 

Hobbs, R. (2010). Digital and media literacy. a white paper on the digital and media literacy recommendations of the knight commission on the information needs of commu. Washington, DC: Aspen Institute. Retrieved from http://www.knightcomm.org/wp-content/uploads/2010/12/Digital_and_Media_Literacy_A_Plan_of_Action.pdf
Could not resist.

I will help build this trail.

Week #11 - Community Involvement


1.. What are your concerns about teaching young people to make videos about social problems?

            My only real concern about teaching young people to make videos is that in the process of teaching them technology we are short changing them in basic skills.  I know this is a standard answer for me, but it is a real concern.  I’m beginning to think that I need to adjust my attitude and realize and accept that technology is a basic skill.

 

Then read Chapter 2 in the course text and answer the following questions:

 

1.     Name a social issue specific to the Appalachian region that you think young people in your community would or should address.

There a variety of issues facing young people today such as teenage pregnancy, alcohol & tobacco use, bullying, and more personal mental health and family issues.  A major social issue is also recycling.  In the grander scope of things recycling seems like a small issue, but a sustainable environment is important for current and future generations.

 

2.     Find an online resource you might use to scaffold community-based video production process.

Fairmont is very fortunate to have a public access channel.  Channel 19 is primarily the brain child of D.D. Meighan, a retired Methodist Minister, but the community supports it in a variety of ways.  D.D. is receptive to partnerships and collaboration.  If an individual or an organization has a need for publicity, an event that want broadcast, or a story to share, a call to D.D. is all that is needed. 

http://tv19fairmont.blogspot.com/ for schedule and visit http://vp.telvue.com/player?s=gfcc to view the offered programming.  At 3:34 each day, in the month of November viewers will enjoy a historic First Person interpretation of Susan Holt Camden.  Watch the video and one will understand why the story of Mrs. Dr. Camden is near and dear to my heart.

 

3.     Choose one of the following perspectives; teacher, parent, or community member. From your chosen perspective, would you be supportive of a school program that engaged students in community-based video production? Why or Why not?

As a community member I would embrace the opportunity to work with students in a community based video production.  Working with students at a variety of levels allows for civic engagement, community service, media skills literacy development, and mentorship. 

Currently, in conjunction with D.D. and Channel 19 we are planning a family museum as part of a Senior project for a student at East Fairmont High School.  Josh, is working on compiling and cataloging family artifacts, he will then develop an exhibit which will be featured at the Marion County Historical Society and D.D. will be filming the exhibit and providing some supporting footage as part of the student’s school presentation.