Writing Scripts to Film Stories

Lessons from the Screenplay

This might be helpful for those of us, and our students, who want to go deeper into the movie-making medium. Lessons from the Screenplay is a YouTube channel with tons of videos on how to write for the screen. All free. Cool.

Thanks, Terry, for the mention in your newsletter on this one.

Peace (filming it forever),
Kevin

NCTE Journal Review: What’s Next with Digital Tools and Social Media

The May 2018 edition of the NCTE journal – Voices from the Middle — arrived in the mail and immediately caught my attention. It’s part of a series of “What’s Next” themed editions of the journal (an edition about what’s next in reading was intriguing), and this one is entitled “What’s Next? Digital Tools and Social Media” and, if you know me at all, you know that is something I am interested in as a teacher and a writer (and a parent).

I was not surprised to Troy Hicks writing an introduction of sorts, as he framed the way technology is shaping our writing practices, and how our writing practices is shaping our use of technology. Yes, it goes both ways, and Troy has been writing and sharing and teaching us strategies about digital writing for many years now. (And Troy, thanks for the shout-out in your piece.) I was interested in the way Troy ended each section with an insight about digital writing, and what it means as we look ahead to teaching and writing.

In other articles in the journal, I appreciated the exploration of digital imagery as a connection to understanding and uncovering the inner lives of our students, the strategies for battling the fake news phenomenon, how infographics might extend writing practices and the use of argument, and the way technology might open more doors for students of color to have a voice in the world. There are solid classroom examples, and lots of resources, to explore in these pieces.

Overall, the theme from this wide range of writers and teachers is to remember that technology is a tool, not the thing. Students need to remain at the center of the learning and the writing, and educators — from the veteran teachers (like Chris Lehman’s piece about the imperative of pre-service teachers getting experience with digital literacies and Linda Rief’s piece about long-time teachers relying on students to teach us) — and the key to the work we all do to adapt to the changing world is, as the Cathy Fleischer notes, is “making this work sustainable” by connecting and sharing with other educators.

You can access a few of the pieces for free at the NCTE site, but many of the pieces are in the journal that comes with being a NCTE member. Since Troy’s piece is open and free, how about joining me in using Hypothesis to annotate his column?

Read and react to The Next Decade of Digital Writing by Troy Hicks

See you in the margins.

Peace (exploring what’s ahead),
Kevin

 

 

What Pew Found: Teens, Social Media & Technology 2018

We were just having a conversation about YouTube and television use in my sixth grade class two days ago. They are writing arguments about whether schools should allow cell phones or not, and we were reading a magazine piece about kids and technology that clearly has some outdated statistics about television use and Youtube … in fact, we agreed that the numbers should be flip-flopped, as my students admit to watching almost no television and many hours of YouTube on a regular basis.

If you pay attention to kids, the latest survey of youth about technology from the Pew Research Center will hardly be surprising. Still, it makes visible what many of us teachers know through anecdotal discussions: more and more of our students are highly connected, often through expensive smart phones, and they mostly shun Facebook and instead, lean towards Snapchat and Instagram, and they use YouTube for just about everything: entertainment, music, learning, etc.

All social networks face a natural decline over time, although Facebook has held on longer than I would have suspected, perhaps because the loss of young users has been balanced out by the addition of older users. Still, when a space is losing huge amounts of young people, trouble is surely ahead (see:MySpace, Friendster, etc.). I am not suggesting that is a bad thing, by the way.

It’s been clear for the last few years, in surveys I do with my sixth graders during our Digital Life unit, that Facebook holds almost no appeal to young technology users. Some of that is that the network is now mostly adults, and what kid wants to hang out there? Another is the design of the site. And of course, privacy issues have become front and center.

It’s worth noting how the use of technology has become an obsessive component for many young people, and whether that is good or bad is not yet clear. We don’t know if this connectedness will open up new ways of thinking and spark innovation, or if it is just doing strange stuff to their brains via screens. As a father and as a teacher, it is worrisome, this amount of screen time, even as I teach how to use technology for meaningful projects and learning.

I think the chart about the positive and negative elements of using technology is intriguing.

We educators should use this information from Pew and others to think about how to build on the positive while finding ways to help our young people battle the negative. Clearly, our young people are insightful and seeking positive venues, and they are having experiences that are shaping how they interact with each other and the world through technology.

Let’s harness that possibility.

Peace (in tech),
Kevin

 

A DS106 Thing: GifMeme Creative Workflow

via GIPHY

I haven’t often written about my daily creative wanderings for the #DS106 Daily Creates (or at least, not in some time) but this morning’s call to make a meme out of a music video got me thinking, I should at least explain my process.

First, check out the Daily Create prompt.

This had me sipping my coffee, thinking of music videos. The thing is, I don’t watch as many music videos as I used to, you know? I thought about Peter Gabriel (Sledgehammer, anyone?), but then wondered if that would be too obvious for strangeness. Then, I remembered The Cars video for You Might Think, and although the peeping tom element is a bit unsettling, I remembered a clock face.

In my Chrome browser, I have an add-on called Gif It, which is integrated into YouTube, and this makes grabbing gifs from videos a breeze. It’s so simple to do. Just feed in the time of sequence and you get a gif in seconds.

But the prompt was for a meme, not just a gif.

I took that gif from the video and moved it into Giphy (along with a link attribution back to the original video), where I could then play around with its gif meme maker (where you can add text and stickers and drawings). Giphy allows you to download and also to embed in sites (like here).

Then, I shared that music video gif meme out to the DS106 hashtag on Twitter, and wrote the post you are now reading.

I also tried the process out with Genesis’ I Can’t Dance.

via GIPHY

Not to be stuck in the DinoRock Era, I also dug into some Courtney Barnett songs from her recent album, and found this neat image of her rocking out while standing on a planet for her song Need a Little Time.

via GIPHY

Peace (in the flow),
Kevin

 

The Puzzle of the Unworkable Photos


fail flickr photo by surrender+ shared under a Creative Commons (BY-NC-SA) license

Yesterday, I opened up iMovie for the first time in some time in order to create a small video project for an open learning summer venture I am helping to facilitate (more on that in the days ahead). I had shot video and images on my new Pixel phone and wanted to use iMovie to pull them together.

This is something I have done many times. I figured it would take me about 15 minutes, tops.

The video imported fine. The images? Not.

While it seemed like the images (which I had downloaded from my Google Image application, as photos taken on the Pixel phone automatically upload into that shared multi-device folder) were in iMovie (thumbnails showed just fine in the media section), the photos were clearly not available (all I got was black blank space if I tried to preview the image or tried to drag them into my movie timeline.)

Huh.

I decided to do a Google Search on the problem, but found little help. One person, working on a related problem from an earlier version of iMovie, suggested converting jpg images into png images. I did that. I imported.

Nothing. Blank space.

Huh.

I thought maybe it was iMovie itself, or some update that happened since the last time I used it and upgraded my ios on the Mac, so I found an old image from another project and imported it in. It worked fine.

Huh.

So, I thought now in my detective brain, it has to do with Google Images and iMovie, but not with the format of the photo. I used another browser to do another search (I like Duck Duck Go but its search function is not nearly as powerful as Google, alas). Sure enough, I finally found a discussion thread on this issue. I had to read down far, but saw that the person fixed the problem by … resizing the images.

Huh.

Apparently, Google Images from my phone by default are pretty big, for resolution sake (one of the selling points of the Pixel phone and its powerful camera) and iMovie can’t handle the resolution. So, the fix is to pull each image up into Preview (or whatever photo app you use) and resize the image downward to acceptable size.

I tried it. It worked. Problem solved. Frustration fixed. (Sort of … now I need to go into each individual photo and resize it for the video project. That stinks.)

I share this story here so that I remember (my blog is often the place I come back to when I try to remember things like this) and for you or anyone else who might come up against it.

Peace (problems, solved),
Kevin

 

Book Review: The Art of Immersion in the Age of Digital Media

Quotes: The Art of Immersion

I had purchased The Art of Immersion: How the Digital Generation is Remaking Hollywood, Madison Avenue and the Way We Tell Stories by Frank Rose on my Kindle app during the first week of the first Networked Narratives, thinking that Rose’s text might be a nice dovetail to NetNarr. (Admission: this book review has been sitting in my draft bin … for some time. Interestingly, it still holds together with some of the projects I did in the second iteration of NetNarr)

Quotes: The Art of Immersion

I got caught up in some of other things — including some intriguing NetNarr projects — and only returned to Rose’s text later in the course itself. I’m glad I waited, for I think that our discussions in NetNarr helped frame what I read in the book. Rose examines the way that digital media, and the Internet in particular, is transforming the entertainment field, through technology and other elements of immersive storytelling. He brings years of reporting experience to his insights.

Quotes: The Art of Immersion

I’ll admit: I didn’t ‘deep read’ this book. I power-read it, slowing down in sections that caught my attention and interest, and then pulling out quotes that seemed to connect not only with my personal inquiry around the changing nature of digital storytelling but also in connection to some of the interactions I have with folks in NetNarr, CLMOOC and beyond around technology and composition.

Quotes: The Art of Immersion

Overall, Rose does a nice job of exploring all sorts of terrain, mostly from the entertainment standpoint. I, of course, am curious from the education standpoint, but there were plenty of places where those perspectives overlap. In particular, knowing a bit about where storytelling might be going (no one ever knows for sure) gives teachers a bit of an insight into the skills that might be needed for that kind of landscape.

Quotes: The Art of Immersion

The Art of Immersion is worth checking out, if only to get a glimpse of the world unfolding for our students, particularly those who are becoming interested in media production, where the tools are both complex and simple to use, and the possibilities for bending stories through different prisms, and for different audience experiences, is fascinating to think about.

Or, it is for me.

Peace (written in story),
Kevin

PS — a little promo from Frank Rose

 

Blog Celebration: 10,000 Comments and Counting

Blog Comment 1

I know numbers are not everything. But some events still require a little celebration, right? Yesterday, during the Slice of Life, Chris posted a comment about my interaction with a student, and her comment became the 10,000th comment at Kevin’s Meandering Mind.

Blog Comment 10000

It’s funny because I kept checking in all morning to see if I would reach 10,000 during the morning, after posting my Slice of Life. I knew it would happen because the Slice of Life group is one that regularly reads and comments on Tuesday mornings.

I just didn’t know who it would be or when it would be. Thank you, Chris, for being the one.

I’m still staggered by that number, though. Ten thousand comments. That’s … like, a whole city of comments. A book could be made of the comments here. Pretty cool to consider.

I went back and searched my blog for the very first person to comment here and I found it was Will Richardson on July 27 2006. Will being the first commenter is sort of symbolic in a way because Will’s work early on with blogs, and wikis, and podcasts, helped inspire me to dive in with wonder when I first started blogging as a teacher (this blog came as a result of conversations and work with National Writing Project friends in a Tech Matters retreat in Chico, California, and I still have many close friends from that retreat.)

I went into the Wayback Machine to look for my blog in 2006.

My Blog: Wayback Machine 2006

I am grateful that people still bother to read blogs (now and then, but not as often as it once was, alas) and that they even bother to read mine, and then, take the time to leave comments. It makes blogging feel more like a public act of writing, as opposed to a private notebook posted for others to look at. I wish I were better at using comments to start larger conversations.

Certainly, social media platforms have overtaken blogging in many ways. People (and not just the young kids) are more apt to use Facebook, Twitter, Instagram, Snapchat, Tumblr (sort of a blog), and more, and the decline of RSS readers (I still use one) as a way to gather aggregated feeds from blogging writers and educators is less a reading experience for many. Blogging isn’t dead, not by a long shot, but it has faded a bit into the busy background of the social media landscape.

So, if you have left a comment here sometime in the last 12 years, thank you. See you at 20,000 comments in about 12 more years … right?

Peace (making note of it),
Kevin

Video: Ethics of Immersive Digital Storytelling

(image via Andrea Phillips)

A conversation recently unfolded on Twitter about Transmedia Storytelling, in which author and transmedia storyteller Andrea Phillips joined in, adding an interesting wrinkle to the discussion.

She voiced concern over the ethics and responsibility of digital storytellers, particularly those who use media to trick/entertain viewers to enter into the story from different angles. (Transmedia is the idea of a story unfolded over different media, technology and platforms — the pieces joined together to tell a story, although each piece could stand on its own.)

(image via Pinterest)

Andrea then shared this Ted-style talk she did on this topic, and I think it is worth viewing, if only to remind ourselves that there is a fine line between reality and story, and between responsibility and creativity.

Meanwhile, I got Andrea Phillip’s book — A Creator’s Guide to Transmedia Storytelling — out of the library and dove in last weekend, reading as she shared her experiences as creating Transmedia experiences and interviews with others. She brings a lot of great insights into the mix.

I enjoyed the inside look, although I came away with the notion that Transmedia pieces are mostly geared towards selling a product — a movie tie-on or a commercial aspect or marketing campaign.

Perhaps this is because that is her job — and if companies are the ones paying your fees, you make what they want you to make — but it struck me as unsettling, that my naive idea of “story for the sake of story” might be out of sync with the world.

Peace (sharing it responsibly),
Kevin

Trading Privacy for Profit When You’re the Product


Processing 06 flickr photo by crstnksslr shared under a Creative Commons (BY-SA) license

Funny. This post is NOT about Facebook. But it could have been …

We had a disagreement brewing in the kitchen the other day. My wife and I, and our three boys (the oldest, in college, and the youngest, in middle school). The whole family. The dog watched.

We were arguing about privacy, and technology, and the split between my wife and I (we both try to guard our privacy from apps and technology companies, and we both teach our students to do the same) and our sons (who shrug their shoulders, and accept that they give up their data to use technology) seemed striking to me.

At issue was MoviePass, a subscription service that allows you to pay a low price and access movies throughout the month at the theater (only 2D movies), one per day. It costs $6.95 a month (oops, now back to $9.95 a month), and we thought about getting it for our middle son for his 18th birthday. But as I looked deeper into the service, spending time digging into how the app and system works, I started to wonder how the company was pulling off such a thing — the price seemed to low for them to make any real money.

Too good to be true?

Yes, I think so.

A little research found that the MoviePass app sucks up data off your phone, about your location and other using habits, and uses that data to sell info about you, and makes money. Of course. Now, that makes sense. The moviegoer is the product. Sound familiar?

We told our son, no on MoviePass, which led to our heated discussion in the kitchen of parents vs. children, with our older son saying he bought and installed MoviePass and, and uses it regularly at college, and while he calls the gathering of data “kind of creepy,” he accepts that trade-off for movie access.

“Everyone is gathering all of our data, all the time, anyway,” was the response from the older boy, to which I nearly lost it, because while this is true (I’m looking at you, Facebook), it doesn’t mean we have to accept it. We can NOT use an app or technology. We CAN find alternatives, of different flavor maybe and perhaps not of the same range, but we can find alternatives.

Trading our personal information for convenience is a false bargain, I told my kids, when companies make us, our lives, our data, their “product” but even my kids seemed to have already tuned me out and accepted that this stance is a Lost Cause of the Modern Age. Perhaps this is another generational battle, with the old folks holding on by our fingernails to some sense of privacy.

I was listening to a piece on NPR with folks from the Pew Internet division, which does all sorts of interesting surveys, and the researcher noted that there is indeed a difference between older and younger users of technology. But not like we think. He noted that younger users do worry about privacy with technology but they are more apt to keep tabs on how their data is being used, and more apt to change privacy settings. They are also more apt to accept the devil’s bargain of data/privacy for access. Older folks complain and worry but do little other than not decide to not use the technology, or abandon it. They don’t monitor their activity as much as younger people, until something hits the headlines.

… younger people are much more active online, much more forgiving of some of the circumstances when their data are captured and used in some ways to deliver products and services to them. But they’re also more vigilant than their elders in monitoring. They watch what’s posted about them, they watch what pictures their name is tagged in, and they’re very concerned about the way that they present themselves online. So they curate their identity and their reputation very aggressively. — Lee Rainie, director of Internet and technology research at Pew Research Center

I don’t think this push against privacy intrusion for profit is all a lost cause, but it does feel like an uphill battle so much of the time and we can’t wait for Congress to take action (because we know how that story goes).

We did not get MoviePass, but instead, we paid what it would have cost us for a year into a gift card to the movie theater for our birthday boy.

“I’m just going to get MoviePass myself anyway,” the boy announced.

Sigh.

Peace (and protection),
Kevin

 

Upon Reflection, Part Three: Creating a Virtual Gallery of Digital Art

Alchemy Lab unofficial object tally

As I write this, a week after launching the Alchemy Lab of Digital Objects, I am looking at stats for the immersive space. The space has been visited nearly 300 times and objects within the lab itself have been “clicks/viewed” nearly 700 times. Not everything worth writing about is data-driven, but at least, the numbers show us that people are giving the Lab a look, which is satisfying.

start here and go there

The other day, I posted the first of a series of reflections about digital storytelling and media creation. Yesterday, I posted about collaboration, participation and the platform technology. Today, I am reflecting on what might happen next with the Alchemy Lab after writing about the experience of making a vision become a reality (even if the reality didn’t quite reach the vision.) We had nearly 20 people, making nearly 50 digital media pieces in the Lab.

A side note: the building of the Lab is part of an open project within Networked Narratives, a course being taught in the US by Alan Levine and in Norway by Mia Zamora. This is the second iteration of NetNarr, and I am part of the “open wild” of Networked Narratives — which means I don’t have to do any homework I don’t wanna do, and I can ignore Mia and Alan whenever I want. It’s great!

First, tour the lab:

In this post, I want to think out loud about further possibilities.

When we constructed the Alchemy Lab project, we wanted a “doorway” in and a “doorway” out. This entailed a lot of conversation early on, about how such doorways might help the narrative flow of the project. Again, we struggled with a cohesive storytelling narrative. In the end, we created a website entry point and, if you click on the E on the ceiling of the Lab, you can find an exit point to another website.

Here, Wendy set up a checklist of objects, in hopes that a visitor might realize they might have missed something and gone back into the Lab. We also set up a MediaJumping Padlet site, inviting visitors to the Lab to remix or make their own art. We’re still hoping ..

Made with Padlet

 

Todd also shared a bunch of links and an invitation to keep creativity flowing, with links to DS106 and CLMOOC and more. The idea is that the Lab is merely a stepping stone, leading to other collaborations and creativity projects.

Some of the chatter behind the scenes once the Lab was released was about reaction of offline work colleagues to the shared Alchemy Lab, and that had me thinking about how I can best share this project with my sixth grade students.

What might 11 year old writers think of Mr. H’s crazy project? More than that, how could I have my students contribute to a similar project? Luckily, we have the originals of everything we used — from Susan’s artwork, to the ThingLink 360 account, to the signing up forms, to the Twine invite, and more — and all can be adapted.

I am thinking of trying to get my students into the Lab before we head off on April break next week … and reconstructing the lab during our unit on poetry. What about if they choose an object, write poems about it (and maybe create media), and then rebuilt the lab as a space where Every Object Is a Poem?

Maybe. Just maybe.

Peace (in the make),
Kevin