The power of digital storytelling TEDxSoleburySchool
Emily Bailin's talk made me think about what actually changes when we add visuals to our stories. I've always thought storytelling matters in education, and this video shows it can be a way to invite students to bring their own lives into the classroom. When a story is paired with images and video, it feels easier to follow. I noticed myself paying attention longer, and the message landed faster than when it was only narration. The visuals also help the audience understand who the speaker is, not just what they're saying. It's like the story gains a face, a place, and a mood. After watching, I kept thinking that digital storytelling is not only about making a polished video, but it can also give students a stronger sense of voice and ownership, because they're shaping how they want to be seen and understood.
Digital Storytelling in the Elementary Classroom
This video, Digital Storytelling in the Elementary Classroom, helped me see what digital storytelling can actually look like with younger students. What stood out to me is that it doesn't treat "technology" as the main goal. It is really about building a story first, and then using voice, images, and sound to make that story clearer and more engaging. I also liked that it feels very process-based. The students aren't just adding visuals to decorate something. The pacing and narration actually guide you, making it easier to stay focused as an audience. And honestly, it was interesting to watch this, knowing the video is from 14 years ago. Even back then, it was already talking about technology in a way that still feels relevant. If I think about myself 14 years ago, I didn't really know anything about digital storytelling. But watching it now made me realize that the tools can change, but what students want doesn't change as much. They still want a way to tell their stories and to be seen and heard, whether it's the past or the present.
Peppler, New creativity paradigms: arts learning in the digital age. Intro and Chapter 2
Peppler's reading made me think about how much arts learning already happens outside of school. A lot of young people build skills through their own interests, like making videos, drawing, editing, or sharing creative work online. Peppler describes this as interest-driven learning, where students follow what they care about and learn by doing, with help from online communities. She also explains how the way we learn today is shifting. Instead of schools always delivering information first, students often search for what they need in the moment, especially when they are trying to make something. That made sense to me because it explains why students can be more motivated when a project connects to their real interests. One point I liked is that Peppler does not treat everyday media-making as less valuable just because it is not the traditional kind of art taught in school. She argues that everyday creativity and formal arts learning can connect, and that students' interests can become an entry point into deeper learning. For me, this feels like a practical reminder for teaching. Instead of fighting what students already do with technology, I want to start with it and help them slow down and make thoughtful choices.
Katie Gartely's How much can you feel?
Katie Gately's How much can you feel? made me think about uncertainty in a new way. She describes it as something thrilling, being in the middle of a process without fully knowing what it will become. I was especially drawn to the moment when an unplanned clunking sound from her house became the starting point for a new piece. It reminded me that sound sources don't have to come from somewhere "special." They can come from right next to us, and everyday noises can become real material for sound art when we listen closely. Even if these sounds aren't traditionally "beautiful," that doesn't make them empty or unmusical. The video is also connected to my own experience with music. I used to play violin when I was younger, and I didn't like reading sheet music. I could read it, but it felt slow; I learned faster and enjoyed it more when I listened to the melody and played by ear. Because of that, I related to Katie Gately when she said reading music was difficult for her, but she could still feel it. Overall, the video reminded me understand that sound doesn't have to follow traditional rules to feel musical.
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