Chapter 7
I found Ohler’s
point that storytelling is and can be therapeutic quite interesting, he doesn’t
go into this too deeply, but I can see the healing nature possible. In his example of the at-risk youth, I can
envision the work they would have to complete in order to achieve the
transformation they wanted, to be in a better place five years from now. It goes back to my last posting about kids
learning even when they aren’t necessarily aware they are learning. This type of learning leads to students being
life long learners that are independent and critical thinkers. Ohler sums it up nicely with the statement,
“Seeing life as a story that can be written by each of us is a powerful and
pragmatic methaphor.”
I also like
Ohler’s description and use of brainstorming, from class/student driven input
and feedback, to scripting and outlining, and most applicable to me, the use of
a research box. The containing of a
story is an important aspect to storytelling, knowing what to include and leave
on periphery is a skill that enhances ones story.
Lastly, I love
the concept, that just because it didn’t happen doesn’t mean it isn’t true. I
am intrigued by the influential power that fiction has on the enhancement of a
story. Ohler thinks that students can
use fiction in personal narratives in documentaries and academic stories. I’m in agreement that DST is a large medium
that can be used on a wide scale for multiple informational purposes.
Chapter 8
Here we fully
understand the transformation process, the B-movie analogy is quite fitting
with most of the work I’ve received from students. It’s completely unmemorable, the connection
to Bloom’s affective transformation scale is a perfect summation that teachers
can understand on a theoretical level. I
can also see, a productive brainstorming session with discussion over character
transformation. Students can find
relatable and understandable story characters in the eight different levels of
transformation. Here is my
story-storming table, a useful tool take away from the reading this week.
Problem (in
trouble)
|
Solution (out
of trouble)
|
Transformation/learning
|
Add backyard
pool, hit water pipe
|
Remove pavers, Stop leak,
call in Estaban
|
Working
through difficult and unfamiliar challenges has a payoff, seek
|
Josh,
ReplyDeleteIt sounds as though you hit upon an intellectual/creative tranformation in that you learned something new (watch out for pipes) and solved a problem. This also gave you new understandings about a situation - check for pipes first!
Josh,
ReplyDeleteFirst of all, I'm super jealous of your pool. You and your family will enjoy it, I'm sure! Cool video.
I agree with what you said about the influential power of fiction; however, I feel that Ohler has spent SO much time discussing the art of storytelling and not enough time addressing documentary style writing or other forms of using DST to relate to different content areas. He's mentioned it, but I'd like to see more practical, classroom examples.
I also agree that the transformation taxonomy will really help students to move the motivation and transformations of characters to a new level.
you wrote "I am intrigued by the influential power that fiction has on the enhancement of a story" (Josh 2013). I can say I have been influenced more by books and movies of fiction than nonfiction. One of those books is 1984 which is fiction (or is it).
ReplyDeleteVideo rocks, expect the part where you show off your healing foot and ability to walk and do work around the house without balancing on a scooter. I like the lesson of asking for help. Maybe you could have shown that not having a pool was a problem in the beginning but it has a nice arc as is.
“Seeing life as a story that can be written by each of us is a powerful and pragmatic methaphor.” This type of thinking, is powerful, and if students can accept it, they can write their own life story. Using fiction could be very helpful for a student in writing their own story; if it hasn't happened yet then create what might happen...fictionalize.
ReplyDeleteThe little structures that Ohler describes, such as the research box, can be helpful in case of "writers block."
I had reviewed your work earlier for grading, but did not provide comments, now I am returning to provide comments. Your postings have good insight.
ReplyDeleteThe video transitions and music and close-ups of pavers; worked really well together. Particularly the music was quite appropriate in a way, the beat and the lyrics. Creative!
ReplyDelete