Story Storming, Taxonomies and Transformation Oh My!
As
an aside, today the co-presenter at my workshop presented her takeoff
the Common Core and Social Studies. She was recently at a meeting of a
certain well-known geography organization where they were describing
their current transformation in how they produce and provide content to
their audience. She compared the notes she took to what students should
be able to do as described in the common core standards. One of the
skills was being able to tell a story using a various sources and types
of media. It reminded me of what we have been reading about and gave me a
new perspective about how DST may be preparing students for the working
world.
Chapter 7: Story Planning Considerations—
I liked
The idea of a story storming session. I find that I do my best work when I can brainstorm collaboratively so why not apply this to the creation of stories. Ohler describes using a simple table three columns—problem, solution, transformation. With the group focused on coming up with ideas for these three components of a story they are not wasting time and effort or getting side tracked with details. A very detailed story might be a dud if it is missing the problem, solution, and transformation.
- What to do when story blocked!!! Since I AM completely story blocked this week I am have to resort to telling a story about not being able to create a story.
- Managing the detail of a story seems like it could get very challenging. I know from personal experience that one we become enamored of a certain idea it is hard to let go and get rid of it. I like the idea of creating a research box to “contain” a story. This is one step beyond brainstorming which honors ideas—allowing the choosing of what should be included. I can see doing this with post it notes—one per idea—after the post-its are generated the representing the core of the story can be moved inside the box. This way, I can hang on to my favorite ideas but include only the relevant ideas. Perhaps then my favorites can be moved into a new story storming session where they might actually end up getting used.
- The idea to “start your story anywhere” is intriguing to me. I want to try to play with that idea in one of our upcoming assignments. It has potential to add some interest to what might mean to otherwise mediocre topic.
I
wonder
- why does an obtuse statement like “just because it didn’t happen doesn’t mean it’s not true?” need to be in this chapter? WHAT? I feel like Ohler dodged having to talk about documentary and that makes me want $5 of what I paid for the kindle version of the book back.
Chapter 8—Transformation Formations
I like
- How Ohler uses Bloom’s Cognitive and Affective taxonomies to categorize levels of transformation. I think this will be useful when I get stuck story storming. I do think the suggestion to use the taxonomies to guide the questions you ask students during the planning process is helpful.
I wonder
- If the categories the Ohler offers could result in stale stories. The William Tell story is wearing thin,
Letty,
ReplyDeleteI think that Ohler's categories could be stale dependant upon the story. I"m done with William Tell too. The transformations listed are pretty common and we see them in many movies/stories but changing the material, characters, setting and specific details could make them come alive in different ways. I find it interesting he can name a movie for each of the 8 transformations and if pressed, he could probably think of 2-3 examples for each. They are common changes but put into different concepts they can be interesting.
Letty,
ReplyDeleteI too liked the tranformation taxonomies, and I think I could use it with my students to push the depth of their stories a little further. I agree that they could be stale, but when I think about the capabilities of my high school students, the taxonomy could help them figure out what level they are on, then try to add details and characterizations that would help move them to a more significant transformation.
I too was disappointed by Ohler's dodging of the documentary style and lumping everything together as a "story." I feel that so much of the focus has been on a narrative style story, that I don't quite feel equipped to use DST for anything related to other content I teach!
Hi Letty,
ReplyDeleteI too, liked the ideas of story storming and organizing ideas for the stories. Post-it notes sound like a great idea to use with the box.
I found it interesting that you mentioned the Common Core and Social Studies and DST. I think they fit well together and can imagine some great DSTs in the Social Studies realm.
“just because it didn’t happen doesn’t mean it’s not true?” I the $5 comment :)
Letty,
ReplyDeleteI also enjoyed the transformation taxonomies. They help guide the creators to develop the plot further. They will be able to identify their transformation and would be able to strengthen it. Starting the story not in the beginning is interesting as well. Often times, I work backwards. Starting with the end or turning point to develop the rest of the storyline.