Image, Sound, and Story

Lights, Camera, Action!

  • In Character: Writing a Character Portrait

    Posted by Del Balzo/Hiller on 10/14/2014

    Viewing:

    View Now Do Now  

    Temple Grandin viewing guide

     
    Creating:
    Grade 7 (Del Balzo): How Do Writers Create Characters?
    Grade 8 (Hiller): In character: Writing a Character Portrait
     
    Reviewing, revising, and reflecting
    Grade 7 (Del Balzo): Students draft and revise an in-class essay that examines how Jennifer Roy (author, Mindblind) and Mick Jackson (director, Temple Grandin) help the reader and viewer understand Nathaniel and Temple’s unique characteristics in a way that makes them seem true to the audience.

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  • Sound: Creating a Playlist for a Book

    Posted by Hiller on 9/23/2014

    Viewing:

     
    Creating: Students considered how sound communicates mood and meaning by creating a playlist for Nathaniel's life, the main character in Mindblind by Jennifer Roy. After analyzing the story arc, students selected songs to reflect the following ideas: 
    • the character’s personality
    • the primary conflict, capturing the thoughts, feelings and emotions of the story
    • the character’s attempt to resolve the conflict
    • the turning point/discovery point
    • the themes -- the greater meaning behind the story

    Reviewing, revising, and reflecting:

    • Here is an example of a playlist to illustrate the character's development throughout the story. 
    • After a close reading of an excerpt from Mindblind, students added sound to express the mood and emotion of the scene. 
     
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  • Visual Storytelling

    Posted by Del Balzo/Hiller on 9/9/2014

    Visual Storytelling and the Five-Frame Story

    Viewing:  

     
    Creating: Working in groups, students were assigned one of seven short stories.
    Each group was assigned to read and analyze the story. Students considered the exposition, the conflict, the climax (i.e. the turning point/discovery point), and the resolution/denouement. After discussing the short story in small groups, they brainstormed ways to visually represent these key elements and completed a five-frame storyboard
     
    Reviewing, revising, and reflecting:
    Their assignment was to produce a five-frame visual story to present to the class. The goal of their finished project was to capture the essence of the key elements in five frames.  
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  • Visual Scavenger Hunt

    Posted by Del Balzo/Hiller on 9/3/2014

    The Craft of Storytelling: The Power of an Image

    Viewing

     
     
    Creating: How would you tell the story about your life after school through images? Use a storyboard to brainstorm how you would like to represent each of the following ideas. 
    • comfort
    • happiness
    • fear
    • challenge
    • accomplishment

    Once you have taken the photos, upload the images to the respective folders (i.e. comfort, happiness, fear, etc.) in Google Docs.

    Reviewing, revising, and reflecting:
    • Students received peer feedback in class about their storyboards and revised the images to express their ideas in the most effective way. 
    • They paid close attention to the shot type (i.e. close-ups, medium shots, wide shots) and how they wanted to express each idea.  
    • Grade 7 (Del Balzo): Calvin & Hobbes assignment
    • Grade 8 (Hiller): Students wrote a reflection about the process of creating the story of your life after school. 
     
     
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