Steps in Producing Digital Storytelling
The production of digital storytelling is not a complex process like in other process dealing with technology. It happens because the focus in digital storytelling production is more on the story so that the technology used to produce the story is kept at its most simple. De Craene in her article “Digital storytelling: a practical classroom management strategy” on 2006, states that there are three main phases in producing digital storytelling, those are: pre-production, production and post-production. In detailed, Banaszewski (2002) explains the steps in producing a digital story. The steps include structuring the story writing, scanning photographs and hand-drawn images into the computer using a digital camcorder, importing music, recording voices, and composing and editing students’ stories.
creating a digital storytelling
In the process of structuring the story writing, teachers have to guide students. At the first writing process students may come up with no idea to write. Banaszewski (2002) suggests that if that situation happens, teachers can ask students to write about places where they felt comfortable, safe, or happy places where they could just be themselves. Another difficult process students may face in producing digital storytelling is the process of recording their story. Banaszewski (2002) provides four shortcuts to simplify the process voice recording:
Step 1. Teachers can ask a parent volunteer who’s comfortable using a digital camcorder to tape students reading aloud their scripts.
Step 2. Teachers should find a quiet closet or hallway for taping. Then, teachers set the camcorder on a tripod, leaves the lens cap on and records students reading their scripts in three to four sentence chunks, stopping and starting the camcorder after each chunk. Teachers should not rewind if a student makes a mistake. Teachers keep recording until the entire script is recorded. While one student is being recorded, teacher should have the next student listening or rehearsing his script.
Step 3. Teachers should connect the digital camcorder to the computer with the Fire wire cable. Then, teachers could help students open the their iMovie and imports the video footage. Teachers do not need to stop and start the importing. Students should see only black, empty video clips. Teachers, moreover, could help students to delete any clips she/he knows are mistakes.
Step 4. At last, teachers help students to drag and drop the clips onto the video track.
In conclusion, the production of a digital storytelling is not a hard and long process so that students can easily follow it. However, the teachers’ assistances are needed, especially in storyboard production for correcting students’ grammatical mistakes and dictions, and in narrating students’ digital storytelling for correcting students’ pronunciation, stress and intonation. Teachers’ and classmates’ corrections and feedbacks in the process of producing a digital storytelling are really beneficial for students’ improvement in their language skills.
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