Archive for the ‘Activities-6646’ Category

EME 6646 – Final Project Viewing Page

Tuesday, April 30th, 2024
Classmates’ Submission #2

The assessment checklists can be found at the bottom of this page

Jump to Voting Box

The name you enter is the name of the classmate’s project you are reviewing.

Boylan

Braden

Leaver


Griffin

Roberts


Sabean


Schumacher


Thomas-Cain



Thurson


Trejo

Peer Assessments

Please Vote!

Click the spoiler when you are ready to begin your assessments. Find the name of the individuals to review on the Assigned Peer Reviews Page. The name you enter on each form is the name of the classmate's project you are viewing. The forms will not process unless you make an entry in all the required fields. Ten points total if all elements are checked. For elements 2 and 3, please briefly (25 words or less) describe the moment that the element occurs or note the page number in the case of a pdf or the time stamp if a video.

Don't forget to submit the confirmation survey to receive your points for this assignment.

Peer Evaluations

Click to evaluate how many elements you can identify in your first peer review

Click to evaluate how many elements you can identify in your second peer review

Click to evaluate how many elements you can identify in your third peer review

Click to evaluate how many elements you can identify in your fourth peer review

EME 6646 – Character Development

Tuesday, February 26th, 2019

Please Note:
The intent of this module is to introduce you to character development and the role it plays in helping one suspend his or her disbelief. It does not look like a very long module but it should serve to have you begin to think about how you are going to portray your leading character in your final project and demonstrate your understanding of the content in this lesson.

Character Development… Beyond Empathy Building to Making our Story Credible

The central character usually faces a decision, whether to succumb to the conflict or to fight. In other words a conflict is not a conflict unless the character notices it and makes some type of judgment about it. Most often, this conflict/challenge cannot be overcome unless the character goes through a transformation or change. Sometimes that requirement may also compel him or her to go against his or her natural inclinations or morals.

According to Laycoff (1996) every language in the world has a way in its grammar to express direct causation –a local application of force that has a local effect in place and time. For example when one drinks glass of water, the direct causation of a thirst being gone is that you did it. Direct causation is also that element that provides the teachable moment. Once your students understand this concept, they will begin to learn the importance of critically reading/viewing/listening for causation. In class we often look for the word “because” to answer these questions. Cause and effect helps transcend story into any genre, whether fiction or non-fiction and makes it a useful element in multiple disciplines. We suggest that this conceptualization of story has a place in common core… even in informational reading.

So far, we have been talking about direct causation. Indirect causation is less discernible and implies a higher order thinking skill. Discovering causation on either level can be intimidating and makes comprehension more difficult if there are more than two or three being implied in a story line. In science experiments we usually deal with only one variable. We can do more than one, which leads us to quadratic equations.. but that is another idea entirely and something we leave for another time (and course).

In summary: Causation is a significant element that needs to be embedded in the story in conjunction with other constructs that provide a means to effectively measure the relative teaching efficacy of that story.

My personal ah-ha moment in all of this occurred when I realized that the parallels between a well constructed story and a well constructed experiment/research study are almost one to one! THAT is what, for me, turned story into such an important teaching tool. Add that to the context/emotional aspect surrounding character development and empathy building, I am not sure if a better tool exists.

JUST KNOW THIS: IT IS BUILDING EMPATHY WITH THE MAIN CHARACTER THAT SUPPORTS THE REQUIREMENT THAT WE SUSPEND OUR DISBELIEF AND BUY INTO THE STORY LINE, IN SUPPORT OF  BRANIGAN’S FOURTH PRINCIPLE (TO TELL THE STORY IN A CREDIBLE WAY)

With that, we introduce the idea of character archetype.

Click for two resources that list some common types

A couple more links to look at character archetypes

We covered character archetypes in an earlier cycle. Now we correlate it back the story schema and perhaps recognize archetypes in relationship to its thru-line and adds to a story’s power as a teaching engine. Character analysis is a great teaching tool. The real value of archetypes in the story invention process is that they add to the a consistent schema… through the revelations about the main character’s make-up and his or her allowable actions (a term often used in video game design) another vehicle to add predictability.

There is a lot we can learn about character development in the story building process. Perhaps that the best way to teach you this is through an example. Many of you know Robert Redford as the actor. Most of you may not know that he is actually a better film maker than an actor. I learned this first hand when I went to work for his (ex)brother-in-law… my former Dean in an earlier appointment at another university. My Dean’s wife’s sister was once married to Redford. My Dean was an academy award winning filmmaker in his own right and he taught me about Redford’s film making career. He was the one who got me to watching Redford’s films. One in particular serves our purposes here.

Quiz Show is about the Twenty One quiz show scandals of the 1950s, in which it chronicle’s the rise and fall of popular contestant Charles Van Doren who became a national phenom when he started a protracted winning streak on that TV show after beating (it was a rigged beating) of Herb Stempel (who we also later learn was a ‘rigged’ champion). The movie stars John Turturro, Rob Morrow, and Ralph Fiennes, with Paul Scofield, David Paymer, Hank Azaria, and Christopher McDonald appearing in supporting roles.(sorry this steals one of my main questions that you will take after watching the the film… who is the starting role and who is the supporting actor? How can we tell?) Hopefully, by watching this one you will find out.

Do This
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Robert Redford is the director. Redford, besides being a superb visual story teller, is a great film maker who understands character development. If it is true that events leading up to cause and effect require some type of judgment on the part of the main character, then it follows that the best ‘teachable moments’ in a story emanate from a well constructed character development thru-line. Quiz Show is one of my favorite character development movies of all time… This is because I have been able to use it in more than one occasion in several classes to demonstrate film making and visual storying both with K12 students and undergraduates. I now offer it to you as an exemplar for character development so you can get the idea that a strong correlation exists sound story constructs, character development, and teaching and learning.

Watch the movie and enjoy. When you are done, answer the self test to see for yourself whether you get my point. Then answer the survey question in Canvas to earn your points for this activity.

To watch Quiz Show go to the module in canvas noted for this cycle.

The movie is password protected… the password is posted on the Assignments Checklist. The self check comes at the end of the module

EME 6646 – Quiz Show Backstory & Viewing

Tuesday, February 26th, 2019

Quiz Show – Backstory

Quiz Show was nominated for Six Academy Awards and won four. Click the spoiler below to reveal the plot. While that text provides and overview of the story line, you are being asked to watch the movie for its character development aspects. The visual storytelling in this film is masterful and is very useful in your analysis. However, your real job is to look at the characters and note their challenges and judgments. Also note the throughlines.. something happens .. causing one to notice and to have to make a judgment… Note the teachable moments. While the specific morale of the story is not what we are looking for, we are instead trying to demonstrate this story as an exemplar of the elements of story creation in terms of Branigan and Kintsch. Is the ending /what happens to each character predictable? If so, how did Redford develop the throughlines? If not, why not? We see how Van Doren and Stemple are ‘going down the rabbit hole’ so-to-speak… what are the judgments they are making to cause this? How are these revealed? Who is the main character and who are the supporting ones?

Click to Reveal Plot Line
In 1958, the questions and answers used for the latest broadcast of NBC’s popular quiz show Twenty One are transported from a secure bank vault to the studio as producers Dan Enright (David Paymer) and Albert Freedman (Hank Azaria) watch from the control booth. This is important reveal because the whole premise of the quiz shows were that no one was supposed to know the questions and answers beforehand. The evening’s main attraction on the show is Queens resident Herb Stempel (John Turturro), the reigning champion, who correctly answers question after question to the amazement of everyone. However, both the network and the program’s corporate sponsor, Geritol, find that Stempel’s approval ratings are beginning to level out, meaning the show would benefit from new talent.

The search begins….

Enright and Freedman are surprised when Columbia University instructor Charles Van Doren (Ralph Fiennes), son of a prominent literary family, visits their office to audition. .. for a completely different show… Realizing that they have found an ideal challenger for Stempel, they subtly offer to rig the game in Van Doren’s favor, but he refuses. Enright later informs Stempel that he must lose in order to boost the show’s ratings. Stempel begrudgingly agrees, on the condition that he can remain on television. He threatens to reveal the true reason for his success: he had been given the answers in advance.

Stempel and Van Doren face each other on Twenty One, where the match comes down to a predetermined question regarding Marty, the 1955 winner of the Academy Award for Best Picture. Despite knowing the correct film, Stempel gives the wrong answer of On the Waterfront, allowing Van Doren to win by correctly answering a question he had been asked during his audition.

In the weeks that follow, Van Doren’s winning streak makes him a national celebrity, but he buckles under the pressure and allows Enright and Freedman to start giving him the answers. Meanwhile, Stempel, having lost his prize money to an unscrupulous bookie, begins threatening legal action against NBC after weeks go by without his return to television. He visits New York County District Attorney Frank Hogan, who convenes a grand jury to look into his allegations.

Richard Goodwin (Rob Morrow), a young Congressional lawyer, learns that the grand jury findings have been sealed and travels to New York City to investigate rumors of rigged quiz shows. Visiting a number of contestants, including Stempel and Van Doren, he begins to suspect that Twenty One is a fixed operation. However, Stempel’s volatile personality damages his credibility, and nobody else seems willing at first to confirm that the show is rigged.

Stempel desperately confesses to Goodwin that he was in on the fix, and further insists that Van Doren must have been involved as well. As Goodwin collects more evidence, Van Doren deliberately loses. He is rewarded by NBC with a lucrative contract to appear as a special correspondent on the morning Today show. The House Committee for Legislative Oversight convenes a hearing, at which Goodwin presents his evidence of the quiz show’s corruption.

During the hearing, Stempel’s testimony fails to convince the committee. Both NBC network head Robert Kintner (Allan Rich) and Geritol executive Martin Rittenhome (Martin Scorsese) deny any knowledge of Twenty One being rigged. After being subpoenaed by Goodwin, Van Doren testifies before the committee and admits his role in the deception. After the hearing adjourns, he learns from reporters that he has been fired from Today and that Columbia’s trustees are going to ask for his resignation.

Goodwin believes he is on the verge of a victory against Geritol and NBC, but realizes that Enright and Freedman will not jeopardize their own futures in television by turning against their bosses. He silently watches the producers’ testimony, vindicating the sponsors and the network from any wrongdoing, and taking full responsibility for rigging the show.



Click to Watch the Movie - Please be Patient it takes a bit of time to fully to load

Watch Quiz Show



Do This
dothis

After watching the movie check yourself that you understood the plot line as it relates to character development. Once you complete the quiz post your confirmation in Canvas. Don’t forget to post your response to the character empathy question there also


Question 1

If you were creating an Oscar for Best Actor, which of the characters would you place in the "Best Actor in a Leading Role" category?

Correct
Incorrect

Question 2

Think about this question and formulate in your head a response. The check your answer.

In the end, what was the dilemma that Van Doren was facing?

Whether or not he was actually cheating. He had convinced himself that, because he did not actually receive the questions per-se, he was simply 'cramming'/practicing for the test. At first, he had a moral crisis but by the time he got to the bottom of the spiral staircase (notice the metaphor the staircase plays in this scene ) he had made up his mind.

Incorrect

Question 3

Another reflective question: What was the moment that got Richard Goodwin's attention? How did he think this case was going to make a name for himself? In the end, was he giving in to his ego or was he 'after the higher good'?

Goodwin was a recent grad from law school and was ambitious about his career. He noticed a small article in the newspaper about the case being sealed, which was unusual. He began his Woodward and Bernstein style search for truth and began to realize he could put TV on trial (In those early days of television, TV was basically an arm of the government and that anything deemed crooked .. like giving out answers to a quiz show.. was considered a crime against the government... ). This is one of those moment when folks began to realize that TV, like the movies, was simply entertainment.. and perhaps we all took things too seriously... while Goodwin wanted to be pure about it, his ego did get to him... he also began to have empathy towards Van Doren and tried to save him from himself...

Incorrect

Question 4

Think about this question and formulate in your mind an answer.. then click the box for some insights.

At what was the real importance of the picnic scene in which the Van Doren family played their quiz games?

Actually this scene is very important.. it does reveal that the family loved to play these games and hat they were very intellectual. It is also the scene that played back later because one of the questions actually came up in the show.. at the picnic Van Doren knew the answer.. on the show he pretended he did not know it.. that same question Goodwin recalled Van Doren actually knew the answer.

Incorrect

Question 5

Reflective response:
At what point do you think Van Doren was starting to feel guilty and could not live with himself?

This actually came along gradually... starting when he first met Goodwin in his office. On the sailboat during the picnic. During the several occasions that they ran into each other. Culminating when Van Doren sneaked into the family kitchen and spoke to his father... His relapse back into reality became totally predictable...

Incorrect

Question 6

One last one....
What was the real moral of the story here?

Sure this is about character development... some changed (Van Doren), some tried but couldn't (Stemple). Goodwin thought he was on moral high ground but became the victim of his own ego. All three were victims of their own naivete. As it turns out TV was on trial here... and it marked the end of an era in which to some it began its descent from being this moralistic arm of the government into "just entertainment'. So the challenge/disruption evolved from being individual one to the bigger question... maybe that's the epic finish here...

Incorrect

Question 7

This is a thinking question.

  • How does Redford build empathy for the main characters (Van Doren and Herb Stempel, who is a secondary main character)?
  • How does that help make you buy into the premise?
  • While this particular story is based on true facts, can you see how this works even it the incident did not really happen?
  • Do you understand the cause and effect here? ... The judgment that each one made and how the characters could conceivably rationalize themselves into make those judgments?
  • Alternatively look what happened to the prosecutor (Richard Goodwin). How did his judgments play out?

Many details about their past lives were brought into the picture. Van Doren born into a rich family trying to measure up.. starting out as an ethical guy who gave into greed, money and fame.. and who in the end figured out what he did wrong.. Herb a blue collar guy from Queens who also had a self-worth problem.. thinking he was doing the right thing and also gave into greed and fame.. then thinking he was doing the right thing ended up playing the fool... The prosecutor (Richard Goodwin) thinking he was going to indict television ended up hurting the folks he came to like .. and Enright and his crowd who were part of the greed etc seemed to get away with it all...  this is all about the greed in television and how it was originally portrayed as 'trustworthy'...  all because it was owned and operated by the FCC and the government (it could be trusted.. in fact the code word for the original regulation about the industry was "in the public trust")  ... journalist would be viewed as an entirely non biased ethical profession... seems so long ago in today's world no? but these were the times.. a powerful story by which character development.. so real so compelling helps find the teachable moments  

Incorrect

Question 8

Let's talk about the five elements of story construction. Think about these questions and formulate your response:
(Understand that according to those who study the blockbuster films, the most successfully commercial movies seem to have at least three story lines that take place)

  1. First let's explore Branigan
    • What is the setting? (think time and place and why that makes a difference to the story as to how the plots evolved)
    • What is/are the cause and effect moment(s)?
    • What judgment(s) is/are being made
    • What makes the story that is being told credible
  2. Now Kintsch's subject predicate analysis
    • Was the outcome for Van Doren predicable or a surprise? What in the character's development led you to that conclusion?
    • How about the prosecutor, Richard Goodwin? What led you to that conclusion?
    • Last, what about the NBC execs?
  3. For which character did you have the most empathy for? Why?

Understand there is really no one right or wrong answer here...that is the beauty of story.. everyone can derive from them his or her own take-aways, especially as it relates to characters and empathy.

  1. Branigan -
    • The setting is the 1950s a simpler time in a city full of immigrants and a tale of two cities (boroughs actually).. Queens and Manhattan... when tv was the main social gathering.. not everyone owned a tv.. neighbors meeting together in homes that actually had one... television prime time was in its "prime".. with the Quiz Show Twenty One at the top of the ratings... the relationship between television and the government was very tight (the original FCC regulations included the words IN THE PUBLIC TRUST notice the contradictions as you begin to see what is happening with that show and how they were violating that trust... notice how everyone smoked even on the job...
    • There are several defining moments in this film.... the cause and effect moments was when Herb Stemple lost and NBC needed a new contestant. Van Doren, an otherwise erudite academic becoming infatuated with television so he decided to apply for the show. During his interviews Charles begins to see that the show was rigged. The metaphor for the spiral staircase when Van Doren was confused but by the time he got to the bottom he gave into greed and the money... how Goodwin saw the newspaper article in which the indictment was sealed and began to wonder why.. how he was intent in indicting television for violating the public TRUST... the moment on the rowboat where Van Doren began to notice that Goodwin was one to him.. but the most defining moment was the little quiz game played and how that plated out later in the film... in all of these scenes judgments were made to move the story forward some of which became very important to how the story played out.
    • What makes this credible was the set up and all the setting scenes with the automobiles and how true it was to history.. Redford took a long time to set this up to have you buy into not only the story but gain empathy for the characters...
  2. Kintsch -
    • It should not have been a surprise as to what happened to Van Doren as there were several scenes to demonstrate how his sense of guilt grew to the point that he could not overcome it .. he was a fatal character in this.
    • Goodwin's sense of 'getting' television was too intense.. several hints came along the way ... even the scene in the elevator when the NBC exec was so smug (he admitted that he and several governments officials and generals were his friends.. and asked Goodwin why he was the one who was sweating).. we thought that he might have won when he confronted the Quiz Show producers.. but the surprise came when the congress folks turned it all around (which should have been predictable from the elevator scene)
  3. Empathy -
    • This one is an open question.. post your response in the confirmation survey on Canvas... it should relate to how Redford developed his characters and tie back to this cycle's module on that subject.
Incorrect

EME 6646 – Activity #4: Visual Story

Tuesday, February 12th, 2019
Instructions

Click on each picture to make it larger and it will open in new Tab. This series of paintings tells a story. In not to give it away, I am not going to reveal the painter or tell you in advance much about the period this piece is from. At the bottom of the page below  is a spoiler that when opened, will reveal the information about this famous series of paintings. Follow the instructions below.. use any media type of your choosing and post it to Canvas in the drop box provided. 

You are on the honor system not to peak before you create your story

 


[one_third]512px-William_Hogarth_038-1[/one_third][one_third]512px-HogarthMarriage-2[/one_third][one_third_last]William_Hogarth_036-3[/one_third_last]

[one_third]512px-William_Hogarth_042-4[/one_third][one_third]William_Hogarth_039-5[/one_third][one_third_last]512px-William_Hogarth_043-6[/one_third_last]


Do This
dothis

Your job is to:

  • Create a short story from this series of paintings in which you use the four elements from Branigan’s Story Invention Process as disclosed in our readings from last week.
  • The story should reflect information you glean from each of the six paintings.
  • One paragraph for each painting
  • Not only should the story include elements of all four aspects of story invention but also include a beginning/middle/ and end.
  • Post your story in the drop box provided in Canvas.

Here is your ‘Cheat’

Only click on the spoiler after you have responded and posted your answer in the drop box in Canvas

Click to view the Cheat (you are on the Honor System)

Marriage A-la-Mode is a series of six pictures painted by William Hogarth between 1743 and 1745 depicting a pointed skewering of upper class 18th century society. This moralistic warning shows the disastrous results of an ill-considered marriage for money and satires patronage and aesthetics. The pictures are exhibited in the National Gallery, London.

This series of paintings were not received as well as his other moral tales, A Harlot’s Progress (1732) and A Rake’s Progress (1735), and when they were finally sold in 1751, it would be for a much lower sum than the artist had hoped for.

In Marriage A-la-Mode, Hogarth challenges the traditional view that the rich live virtuous lives with a heavy satire on the notion of arranged marriages. In each piece, he shows the young couple and their family and acquaintances at their worst: engaging in affairs, drinking, gambling, and numerous other vices. This is regarded by many[who?] as his finest project, certainly the best example of his serially-planned story cycles.

In the first of the series, The Marriage Settlement (the name on its frame), called The marriage contract by Hogarth,[2] he shows an arranged marriage between the son of bankrupt Earl Squanderfield and the daughter of a wealthy but miserly city merchant. Construction on the earl’s new mansion, visible through the window, has stopped, and a usurer negotiates payment for further construction at the center table. The gouty earl proudly points to a picture of his family tree, rising from William the Conqueror. The son views himself in the mirror, showing where his interests in the matter lie. The distraught merchant’s daughter is consoled by the lawyer Silvertongue while polishing her wedding ring. Even the faces on the walls appear to have misgivings. Two dogs chained to each other in the corner mirror the situation of the young couple.

In the second, The Tête à Tête (the name on its frame), called Shortly after the marriage, there are signs that the marriage has already begun to break down. The husband and wife appear uninterested in one another, amidst evidence of their separate over indulgences the night before. A small dog finds a lady’s cap in the husband’s coat pocket, indicating his adulterous ventures. A broken sword at his feet shows that he has been in a fight. The open posture of the wife also indicates unfaithfulness. As Hogarth once noted: “A lock of hair falling thus cross the temples … has an effect too alluring to be strictly decent, as is very well known to the loose and lowest class of women.”[3] The disarray of the house and the servant holding a stack of unpaid bills shows that the affairs of the household are a mess.

The third in the series, The Inspection (the name on its frame), called The visit to the quack doctor by Hogart, shows the viscount (the earl’s son) visiting a quack with a young prostitute. According to one interpretation, the viscount, unhappy with the mercury pills meant to cure his syphilis, demands a refund while the young prostitute next to him dabs an open sore on her mouth, an early sign of syphilis. But according to the analysis of Judy Egerton, the curator of the National Gallery’s exhibition, the interpretation is very different: The viscount has brought the child to the doctor because he believes he has infected her with syphilis. The woman with the knife is the girl’s mother, feigning anger in order to blackmail the viscount, who is being set up. The child already had the disease when her mother sold her to him, either because he was not her first “protector” or because she inherited the illness from her syphilitic father, who is the quack doctor.

In the fourth, The Toilette (the name on its frame), called The countess’s morning levee by Hogart, the old earl has died, so the son is now the new earl and his wife is the countess. The countess sits with her back to her guests, oblivious to them, as a servant attends to her toilette (grooming). The lawyer Silvertongue from the first painting is reclining next to the countess, suggesting the existence of an affair. This point is underlined by the child in front of the pair, pointing to the horns on the statue of Actaeon, a symbol of cuckoldry. Paintings in the background include the biblical story of Lot and his daughters, Jupiter and Io, and the rape of Ganymede.[6] The Actaeon and several other figurines are seen marked for auction. Such paintings show the African, presumed to be untamed fetish-worshipper and hunter, now fashioned into an icon of courtly style.

In the fifth painting, The Bagnio (the name on its frame), called The killing of the earl by Hogart,[2] the new earl has caught his wife in a bagnio with her lover, the lawyer, and is fatally wounded. As she begs forgiveness from the stricken man, the murderer in his nightshirt makes a hasty exit through the window. A picture of a woman with a squirrel on her hand hanging behind the countess contains lewd undertones.[8] Masks on the floor indicate that the couple have been at a masquerade.

Finally, in the sixth painting, The Lady’s Death (the name on its frame), called The suicide of the countess by Hogart, the countess poisons herself in her grief and poverty-stricken widowhood, after her lover is hanged at Tyburn for murdering her husband. An old woman carrying her baby allows the child to give her a kiss, but the mark on the child’s cheek and the caliper on her leg suggest that disease has been passed onto the next generation. The countess’s father, whose miserly lifestyle is evident in the bare house, removes the wedding ring from her finger.

These pictures were at first poorly received by the public, to the great disappointment of the artist. He sold them to a Mr. Lane of Hillington for one hundred and twenty guineas. The frames alone had cost Hogarth four guineas each, so his initial remuneration for painting this valuable series was only sixteen shillings over a hundred pounds. From Mr. Lane’s estate, they became the property of his nephew, Colonel Cawthorn. In May 1796 they were sold by auction at Christie’s, Pall Mall, for the sum of one thousand guineas; the purchaser was John Julius Angerstein. They are now owned by the British government and are part of the collection of the National Gallery.

It had been Hogarth’s intention to follow the Marriage A-la-Mode series with a companion series called The Happy Marriage, however, this series was never completed and only exists as a series of unfinished sketches.


EME 6646 – Storyproof Self-Check

Tuesday, January 29th, 2019

Please answer the questions and then check your answers with the feedback given. When done, be sure to post your confirmation in Canvas.


Click to Open Question 1

Note that there may be more than one correct response for this question:

According to the book research has clearly demonstrated that there is a direct, positive correlation between story and:

Correct

Notice how long the list is! Ever wonder why we don't use story more often in instructional design?

Incorrect

Click to Open Question 2

In the book an encyclopedia entry is most likely to be a non-example of a story... why do you think that is?
Think about your response then click the submit button to compare your answer to the book's premise.

While an encyclopedia entry could be in the form of a story, it is more like what we would call
a catalog.. something that is of interest and who's premise is joined at the center... but most
often such entries lack one or more of the essential elements of a story, namely a cause and effect
or a judgment

Incorrect

Click to Open Question 3

According to the book, the author reviewed more than 350 studies from 15 different fields of study and not one of them indicated that stories were anything but an effective tool to teaching, motivating and for general communicating of factual information. what surprises you the most about this factoid?
Think about this for a while then check your answer...

This one factoid, along with the seven others offered, seems to indicate that the efficacy of stories and their supporting evidence are universal. Why is it then, that stories are used so little in today's classrooms?

Incorrect

Click to Open Question 4

Another think aloud question:

What is the basic misconception regarding ELA State Standards requiring/requesting that text passages gravitate mostly to non-fiction by the time students get to high school?

The confusion lies in the fact that fiction and story on the part of many are mutually exclusive. There is no reason one cannot integrate story even in non-fictional scenarios .. "science meets fiction"

Incorrect

Click to Open Question 5

This question may have more than one correct response

Of the following pick out the one(s) that is/are false statement(s).

Correct
Incorrect

Click to Open Question 6

True or false: If something has a beginning-middle-end it must be a story

Correct
Incorrect

Click to Open Question 7

True or False:

The main premise of the book is that everything is a story

Correct
Incorrect

Click to Open Question 8

This question may contain more than one correct response

Pick out the one(s) of the following that is/are false

Correct
Incorrect

Click to Open Question 9

This question may include more than one correct response.

According to the book, which of the following generally takes place when two or more people converse with one another:

Correct
Incorrect

Click to Open Question 10

True or False

What makes stories work is the fact that humans tend to recognize patterns to learn things and the strength of a valid and appropriate story structure is that it is built on a solid foundation of relevance and consistency (and predictability)

Correct
Incorrect

EME 6646 – Activity #2: Progressive Story

Tuesday, January 15th, 2019
Instructions for Activity #2

dothis

Background

Progressive Stories are a fun way to get children interested and excited about story-telling. It is an effective ice-breaker, even in adult situations.

For our game, you have been assigned to a team/group of three classmates Each team has the same story starter posted on a discussion board in Canvas.

To begin your story, look at the questions posed below. Then the first member of each team (as listed) continues the story by adding a segment. Responses may be text-based, or created using any one of an assortment of media types, such as audio, a short video clip you create or a flash video, a picture, or animation. When the second person is done the story is passed along to the next person, and so on.

The passing of the emerging story should be done in a linear fashion, each taking his or her turn. Follow the rotation schedule as posted below and on the What’s New page in Canvas. The process should be repeated twice. By the end of the cycle the story should have nine segments added (each team member needs to take three turns).

There are a few variations that can make this game fun. The first person could start, for example, with the word “unfortunately” for their part of the story. Their job is to think up a complication in the story. The next person could then start with the word “fortunately,” with the idea that they add a way to solve the problem. The idea is to keep the story going, adding twists and turns each time.

Instructions

This is a COLLABORATIVE/GROUP assignment.

Here is your story starter. I have posted it in each group’s Discussion Board in Canvas.

AUTOBIOGRAPHY (OF LIES)

MY NAME IS: John
I COME FROM: Eden Prairie
ALL DAY LONG I: Work as a lumberjack
AT NIGHT I: am a secret agent

    • We are doing a progressive story using the instructions that I posted in Canvas. The story starter will get you going.
    • Each group (except for group six) has three members.
    • The first person in line clicks the edit link.
    • Follow the rotation schedule posted on the Home Page in Canvas.

EME 6646 – Activity #1: Fantastic Binomial

Saturday, December 1st, 2018
Fantastic Binomial

This activity is intended to establish a benchmark as to where you are now with your story creation/invention skills. At the end of the term (using your final project) we will have a ‘measuring stick’ to compare to in order to see how much about all of this you have learned.

First read the short sections/chapter in the embedded pdf file below, which was taken from Rodari’s book. Then follow the instructions posted in the “Do This Box”.


Link to pdf file if you want to download it:
https://emeclasses.org/wp-content/uploads/2015/04/fantastic_binomial.pdf
fantastic_binomial
Fantastic Binomial Activity Instructions

  • Click the button below to open the word generator dialog box
  • Change the QUANTITY Count to two to create only two words (12 is the default)
  • Make your selection (make sure only two nouns are generated)
  • Follow the instructions for this activity (found within the chapter from the Fantastic Binomial in the embedded pdf file above).
  • Submit to the appropriate Drop Box in Canvas in the text area

 

NOTE: WORD GENERATOR LOADS IN A NEW TAB … CLOSE IT AND CLICK BACK ON PREVIOUS ACTIVITY TAB IN CANVAS ONCE WORDS ARE SELECTED IN ORDER TO GET TO ASSIGNMENT DROP BOX

Random Word Generator

EME 6646 – Activity #7: 30-Second Story

Tuesday, July 3rd, 2018
Do This!

dothis

Now that we have introduced the elements of creativity into the storytelling domain, it is your turn to demonstrate some of that new learning. Borrowing from Biz Stone’s ideas on necessity being the mother of invention, your job is to create a 30-second story from the statement below. By now you should be able to tell anyone who asks why this is not a story, according to the definition definitions we have at this point. When you create your story try to insert as much as you can using Branigan, Mandler and Kintsch.

Yes I know I am not playing fair because of what I said in the lesson about providing some form of advance organizer. I am breaking that rule because I wanted to leave this wide open to see what you come up with on your own:

Once upon a time there was a man.
— The end

While you can chose any media form you want, I thought it would be fun to experiment with any one of these very easy to use products:

  1. Voki is a Web-based product that works well on all platforms.
  2. Tellagami is suitable for mobile devices (and therefore will fit nicely into any BYOD classroom). Note that it does not yet work well on Windows 8 (so what else is new about that horrible release!)
  3. Some of you may have already worked with Go Animate in another course. If not, it also has a very short learning curve to set it up to use for this activity. This one is also Web based

All products hold a 30 second maximum timeline, making them perfectly suited for our imposed limitations of creating/inventing the perfect (according to Branigan’s four principles) 30-second story. For both you can create backgrounds and design your avatars. On Tellagami you can actually use your iPad or Android to take a picture to use as the background. Voki even allows you to utilize multiple languages. Each is very easy to use and set up something very quickly. You can record your voice using a script (5 line limit).

If you insist on using text, then your limit is five sentences. Once you are done, provide a link to your story (or embed it into) in the Drop Box set up on Canvas.

EME 6646 – Assess meStories©

Tuesday, June 5th, 2018
Do This!

dothis

Now that we have had the opportunity to review Branigan’s work and add some meat to your definition of a story, you should now be in a position to review some (non)examples to determine whether they are an actual ‘story’ based on a strict interpretation of our evolving conceptual design. Which one(s) (if any) of the videos has all 4-5 elements? Which one(s) do not? You may indicate those that are close.. remember for the purposes of this class we are defining a story as including all the elements.. certainly it is not a binary decision as most narratives we find are missing one or more elements but most folks include them in tier personal definitions anyway.. we are simply providing you some rationale to use stories in your classes and workplace

Below are five different video narratives. All were turned in during previous classes that were an assignment that asked students to create a ‘meStory’… a personal story about themselves and/or their lives. To view each video click the plus sign.

After viewing each video, please enter in the boxes that are embedded under each video whether you deem that the video is a story or not. If not, indicate in your rationale which of Branigan’s four elements is missing. One or two sentences is all that is necessary to justify your rating. When you click the Submit button, wait for the system to record your answer then move on to the next one. The system will remove the survey temporarily for the video you just reviewed.

I will share the results next cycle.
watchthis

Click to view meStory #1


Fill in the boxes with your name and rationale as to whether this is a story or not then click the submit button

Click to view meStory #2


Fill in the boxes with your name and rationale as to whether this is a story or not then click the submit button

Click to view meStory #3


Fill in the boxes with your name and rationale as to whether this is a story or not then click the submit button

Click to view MeStory #4


Fill in the boxes with your name and rationale as to whether this is a story or not then click the submit button

Click to view meStory #5

Full Disclosure… video contains one quick image containing nudity (done tastefully and fits the context). Regardless, viewing this one is optional. If an issue, you may skip it, no questions asked.


Fill in the boxes with your name and rationale as to whether this is a story or not then click the submit button