Debbie is investigating the use of storytelling as a creative catalyst. How can traditional storytelling inspire a student's work in digital media? Debbie is uniquely accompanied by an interactive puppet show, which will be demonstrated after the presentation.
She begins by defining the key elements of storytelling as she sees them:
- Diversity (of theme, plot, character, storytelling style)
- Collective memory. Stories are retained in the memory and change over time, with different versions flourishing.
- A live performance.
- A unique performance each time it happens.
- The physical presence of the storyteller.
- The voice of a storyteller.
- The gestures and body language used in the telling.
- The personal or emotional connection of the listener to the story. Each audience member might have an individual interpretation (this theme was touched on by several talks previously).
The project: Deborah ran a course with a class of students whose backgrounds were in both computing and design. They were familiar with programming, and used to putting on exhibitions and performances. Twenty-three students were taught in interactive workshops, for one day each week.
The aims of the project:
- Encourage independent learning (this group had previously almost exclusively worked on group work)
- Students should develop critical reflection skills
- Provide an exploration of fundamental aspects of storytelling
Each student was given the same story, and each had to reinterpret it digitally. The story was 'Wille the Piper and the Frozen Boots', and it was delivered live to the students during the first session. The nature of the story is such that it could be interpreted in various ways (emphasising the comedic or dramatic aspects). It's also a relatively short story, which made it easier to work with.
Debbie was concerned that each student's project might be similar to the others, or that the students might think the task was childish, but this proved not to be the case.
The students collaboratively came up with what they considered to be the most imporant aspects of storytelling:
- Delivered in a social gathering
- An engaging story
- Having a moral or message to convey (Debbie is not sure she agrees)
- Passion/conviction of the storyteller
- Knowledge
- Actions and gestures used in delivery
- Traditions maintained through stories
The students engaged in various endeavours during the workshops, including creative writing, designing storycards, and using software such as VoiceThreads, an online Flash-based application for collaborative storytelling using images and voice.
In one workshop, students were tasked to create a YouTube video of a short story - there was a lot of enthusiasm and communication amongst the audience for these videos. In another, the storyteller had to deliver the story live to a video camera, while the students watched it on a screen in another room. This was very unpopular with the audiene, indicating that physical presence is an important factor in storytelling.
The project culminated in the Timeless Tales Festival. Various final products were created, including animations, songs, videos, websites, and several physical installations. Some examples:
- Some students explored telling several different versions of the same story.
- Another student created a digital campfire, which would change colour as he waved a ring on his finger. He would then tell stories, changing the colour of the fire for dramatic effect - for example, when describing a sunset, the fire would burn red.
- Another project tried to replicate the physical presence of the storyteller. The student made a life-size, physical model of a head against a black background. When you pressed a button, the head would tell you a story. The effect was rather creepy.
- In another project, a physical phone booth would ring, and a voice on the other end would deliver you the story in a gossipy, conversational form.
- In another project, while listening to the story in audio form, you would surrounded by photographs that related to the story. These came both from the student, and from website contributors who were asked to submit photos that related to the story.
- One student performed a live storytelling display, accompanied by a form of shadow puppetry - the images were expressive but vague, which encouraged you to build up your own pictures in your mind.
- Another student approached it as a kind of research project - could you remember a story better if you were provided with reinforcement through the display of abstract images?
- Debbie plays some of a very professional short film version of the story - unlike the original, the film takes place in present-day Scotland.
- Finally the puppet show is demonstrated, in which puppets of three crucial characters deliver their own version of the story when you cover their mouths.
"Stories are not copied, they are reborn." - Robert Bringhurst
Using the same story for each student forced them to work hard to differentiate their work from everyone else's. Debbie thinks the results of the project suggest that there are a wide variety of ways to present stories that we don't usually consider.
Question and answer sessions:
Andrew Stranieri is struck by the diversity of the projects, and wonders to what extent the students were guided. Debbie says that the projects were entirely self-guided, and in many cases the students worked out what they wanted to do very quickly.
Judy notes that these students have very specialist art knowledge, and wonders if you could do a similar project for children who had no such abilities.
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