I have written before about the profound experience of attending a digital storytelling workshop run by the Center for Digital Storytelling, but I thought I would gather here some resources for teachers to use as models for students. Selfishly, it helps me by gathering all the models I want to use for my own students in one place. Some of these videos were made by my workshop facilitators. Others were shown to participants at the workshop. Still others are stories I found compelling and plan to share with my own students. The final two are my own stories, and feel free to share them with your students. If you ever get a chance to go to a Center for Digital Storytelling Workshop, do it.
Featured on the CDS website right now, a short and incredibly moving video about adoption and expectations.
Holly was one of the facilitators at my workshop, and we saw this video during the workshop. I love the way Holly was able to use the song her father recorded in the video.
Daniel Weinshenker is the Rocky Mountain/Midwest Region Director at CDS and was present when we shared our own digital stories at the end of the last day of the workshop. We watched this video during the workshop.
We watched this video in the workshop. It is an excellent example of what you can do if you don’t have a lot of your own pictures to tell your story. Brad Johnson created this story using mainly clips from Archive.org. As Johnson explains, “95% of the images and footage is from archive.org. I have about 5 shots of my grandfather in there that are mine.” He adds, “I was experimenting with telling a personal story using footage that was ‘public’ and that was about the ‘larger, American immigrant’ story that seems part of our collective identity (or at least for many of us).”
This story is a remarkable example of what students might be able to do with just one photograph, no music, and a powerful narrative.
Students think a lot about who they are, and pieces about identity are important to share with students, especially those who think they don’t have a story (we all do).
This excellent letter to a beloved grandmother not only tells a powerful story, but also shows what finding the perfect music will add to the video. We saw this one in the workshop.
What I liked about this one was the way in which the video’s creator tied the story of her own car to the greater history of women.
This wonderful video shows what students might do with a single Foley sound effect.
This one is a little on the longer side for a digital story (we were advised to try to keep the videos at shorter than five minutes, but it tells a powerful story about place and family.
This story is told with a series of self-portraits strung together in a powerful narrative about difference.
This video is a good one to show students about the power of well-timed music and what they can do with video that might not even illustrate the narrative they’re telling.
Again, a little on the long side, but worth it and and a great example of pacing.
I also liked this one as a poignant story about being the other and well-timed music.
This one is mine, and it includes an interview with my grandfather about World War II. Students might find an interview with someone else will add something to their story.
This last one is really my grandmother’s story. It also includes an interview. As soon as I heard the music, I said, “That’s the piece,” and once I added it, I could hear how the music pulled the whole story together.