Artykuły w czasopismach na temat „Creative Storytelling”
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Bahram. "Digital Storytelling and Creative Destruction". Storytelling, Self, Society 16, nr 2 (2020): 157. http://dx.doi.org/10.13110/storselfsoci.16.2.0157.
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Phillips, Louise. "Storytelling: The Seeds of Children's Creativity". Australasian Journal of Early Childhood 25, nr 3 (wrzesień 2000): 1–5. http://dx.doi.org/10.1177/183693910002500302.
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Storytelling is an effective educational tool that features strongly across all cultures since human language evolved. Today, it is rarely heard in conventional learning environments. This paper describes an educational program based on storytelling. Research shows that storytelling has the ability to build a greater sense of community, enhance knowledge and memory recall, support early literacy development, and expand creative potential in young children. This program explores storytelling's potential for this through a broad range of extension activities. Conclusively, it is argued that storytelling has a highly effective role to play in the education of young children.
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Fakunle, David O., David T. Thomas, MPH, Kathy A. M. Gonzales, Denise C. Vidot i LaShaune P. Johnson. "What Anansi Did for Us: Storytelling’s Value in Equitably Exploring Public Health". Health Education & Behavior 48, nr 3 (czerwiec 2021): 352–60. http://dx.doi.org/10.1177/10901981211009741.
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There is growing implementation of storytelling as a specific application of narrative in public health. As the field’s latest epoch evolves to consider cultural determinants, reimagination of how scientists conceptualize, operationalize, and capture populations’ unique elements is necessary, and storytelling provides a genuine and efficacious methodology that can assist with that reimagination. Professionals are creating more spaces that demonstrate how storytelling elucidates, promotes, and supports contextual factors that are not captured by orthodox methodologies. However, more opportunities are needed to exhibit storytelling’s impact on capturing the nuances in human experiences, such as those of historically and systemically underrepresented populations. This study synthesizes the past decade of research in public health and related fields that primarily utilized storytelling and reports significant implications. Additionally, this study highlights explorations in public health that primarily use storytelling as a research and practice approach. Each case study includes a description of the background and aims, elaborates on storytelling’s utilization, and discusses findings, observations, and future directions. Finally, this study discusses conceptual issues in public health raised by use of storytelling, such as how to best capture impact on human beings and the importance of context. This article’s goal is to present current evidence of critical reevaluations to the epistemological, conceptual, and practical paradigms within public health through storytelling. Additionally, this article aims to provide support and empowerment to public health scientists considering creative approaches to better acknowledge and appreciate humanity’s inherent subjectivity.
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Kalogeras, Stavroula. "Storytelling". International Journal of Information and Communication Technology Education 9, nr 4 (październik 2013): 113–22. http://dx.doi.org/10.4018/ijicte.2013100108.
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In the era of e-learning, student-centered approaches and constructivists learning environments are critical success factors. The inherent interactivity of the Internet and the emotional engagement of story can lead to transformative learning experiences in media rich environments. This paper focuses on Web-Based Transmedia Storytelling Edutainment as critical-creative pedagogy in higher e-education.
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Ponputtha, Wilasinee, Panita WannapiroonWannapiroon i Prachyanun Nilsook. "Creative History Learning Model Using Digital Storytelling through Cloud Learning to Enhance Analytical Thinking". International Journal of e-Education, e-Business, e-Management and e-Learning 11, nr 2 (2021): 42–50. http://dx.doi.org/10.17706/ijeeee.2021.11.2.42-50.
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This research aims to develop a creative history learning model using digital storytelling through cloud learning to enhance analytical thinking. The research methodology is divided into 3 steps involving the use of digital storytelling through cloud learning to enhance analytical thinking. This involves 1) studying the creative history learning process, 2) developing the creative history learning model, 3) comparing the students’ analytical thinking scores before and after learning. The sample consisted of Mathayomsuksa 5 students of the Chonburi Sukkhabot School in the 2nd semester of the academic year 2019. The research instrument was an assessment of the students’ analytical thinking. Data were statistically analyzed with the use of mean and standard deviation measurements. The research findings were as follows 1) The creative history learning process using digital storytelling through cloud learning to enhance analytical thinking consisted of 4 steps: 1) The introductory stage included student orientation, specification of the learning objectives and historical topics; 2) The instruction stage included researching historical information, summarizing historical facts, creating digital storytelling media 3) The summary stage included presenting material by digital storytelling 4) Evaluation. The cloud learning resources used were Facebook Group, Google Drive, Google Form, and YouTube. The suitability evaluation score was at the highest level (x̅= 4.63, S.D. = 0.41) 2) The students who learned through the creative history learning model using digital storytelling through cloud learning had analytical thinking scores after learning (x̅ = 26.13, S.D. = 1.63) which were higher than scores before learning (x̅ = 10.70, S.D. = 2.58). The results were statistically significant at the .05 level.
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Worcester, Lara. "Reframing Digital Storytelling as Co-creative". IDS Bulletin 43, nr 5 (wrzesień 2012): 91–97. http://dx.doi.org/10.1111/j.1759-5436.2012.00368.x.
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Spurgeon, Christina. "Participatory Media and ‘Co-Creative’ Storytelling". Media International Australia 154, nr 1 (luty 2015): 132–38. http://dx.doi.org/10.1177/1329878x1515400116.
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Distinguishing critical participatory media from other participatory media forms (for example user-generated content and social media) may be increasingly difficult to do, but it nonetheless remains an important task if media studies is to remain relevant to the continuing development of inclusive social political and media cultures. This was one of a number of the premises for a national Australian Research Council-funded study that set out to improve the visibility of critical participatory media, and to understand its use for facilitating media participation on a population-wide basis. The term ‘co-creative’ media was adopted to make this distinction and to describe an informal system of critical participatory media practice that is situated between major public, Indigenous and community arts, culture and media sectors. Although the co-creative media system is found to be a site of innovation and engine for social change, its value is still not fully understood. For this reason, this system continues to provide media and cultural studies scholars with valuable sites for researching the socio-cultural transformations afforded by new media and communication technologies, as well as their limitations.
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Prakash, Nayana. "Readers, Writers, and Everything in Between: Considering Co-Creative Relationships on Digital Storytelling Platform". ACM SIGWEB Newsletter 2024, Spring (kwiecień 2024): 1–7. http://dx.doi.org/10.1145/3663752.3663754.
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This paper uses the notion of the empowered reader in hypertext to think about the role of readers and creative partners in constructing art and digital storytelling. Using the Indian digital storytelling platform 'Voices of Rural India' as a field site, this research considers the role of the fan and other facilitators of digital storytelling as being central to the production process. While there has been argument for including the work of fans as a form of labor, I argue instead for calling this a co-creative partnership, in the vein of Banks and Humphrey (2008). In doing so, I resist the urge to label all forms of production as labor and consider instead the fruits this creative relationship may bear. This paper also looks closely at the idea of volunteerism in the context of Voices of Rural India and the ways in which volunteer work can become a form of unpaid labor in the context of digital storytelling. Overall, this paper seeks to empower the practice of reading and argue for its necessity and worth in the wider infrastructure of digital storytelling and creative production, while also promoting the notion of creative partnership and shared storytelling.
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Zetteler, Jessica, i Vanessa Snowdon-Carr. "Being creative with reminiscence therapy". Clinical Psychology Forum 1, nr 184 (kwiecień 2008): 27–29. http://dx.doi.org/10.53841/bpscpf.2008.1.184.27.
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Rezende, Rian, Sabrina Araujo i Denise Portinari. "Wonder Cards Storytelling: Imagination, Storytelling, and Role-playing in the Creation of Objects, Spaces, and Experiences". International Journal of Role-Playing, nr 8 (28.12.2018): 15–20. http://dx.doi.org/10.33063/ijrp.vi8.261.
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This article explores storytelling and role-playing as resources to create objects, spaces, and experiences in the field of design. To this end, we present Wonder Cards. The game is an “imagination instrument” that, through distant analogies (de Cruz and de Smedt 2010), assist in the development of narratives. A tale needs to arouse feelings – empathy, love, fear, nostalgia, and many others. The materiality of this abstraction helps the individual generate notions of belonging and temporality for himself and for others (Pallasma 2012). Human beings express themselves through objects and spaces: what we call our material culture. They are an indispensable part of the materialization of sensations and affect. Accordingly, magnificent tales create memories that express the objects and spaces invented. Objects and spaces within an intrinsic narrative create memory. Memory helps construct and preserve cultural and personal identity, since living itself is a constant movement toward recollection (Cardoso 2011). Therefore, the merging of objects with subjectivity is exceedingly important to culture construction. Nonetheless, how does one create these tales? Structures can facilitate this creative process. This article presents the constitutive elements of our creative tool, the implemented experiments, discussions, and debriefings (Atwater 2016) derived from the use of the card game on workshops and design classes at Pontifical Catholic University of Rio de Janeiro. These activities with participants, objects, spaces, and experiences are explored by the creation of narrative scenes and storytelling resources through fantasy (Barthes 2013) and role-playing (Bienia 2016) and by using the Wonder Cards. This union enables the participants to live situations removed from the creative environment where they usually work, thus stimulating creation in new situations and imaginary narrative environments. The Wonder Cards assist in the construction of tales, which inspire the development of objects, spaces, and experiences by the participants.
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YU, MI SUN. "Creative storytelling: Focusing on the novel “Tattoo”". Korean Journal of Japanology 115 (31.05.2018): 343–62. http://dx.doi.org/10.15532/kaja.2018.05.115.17.
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Yu, Mi Sun. "Creative storytelling: Focusing on the novel “Tattoo”". Korean Journal of Japanology 115 (30.05.2018): 343–62. http://dx.doi.org/10.15532/kaja.2018.05.115.343.
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Kim, So Jung. "Counter-Storytelling: Preschool Children as Creative Authors". Kappa Delta Pi Record 55, nr 2 (kwiecień 2019): 72–77. http://dx.doi.org/10.1080/00228958.2019.1580985.
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Lord, Anne. "Creative visual art storytelling and concept development". Journal of Writing in Creative Practice 3, nr 3 (1.12.2010): 227–56. http://dx.doi.org/10.1386/jwcp.3.3.227_1.
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Aurélio Rodrigues da Cunha e Cruz, Marco, i Andrea Cristina Versuti. "Creative Commons Licenses for Transmedia Storytelling Content". ATHENS JOURNAL OF LAW 2, nr 1 (31.12.2015): 7–18. http://dx.doi.org/10.30958/ajl.2-1-1.
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Bukhtayarova, Elena Yurevna. "Visual Modeling as a Means of Teaching Creative Storytelling to Senior Preschoolers with Severe Speech Impairments". Development of education, nr 1 (7) (13.03.2020): 35–40. http://dx.doi.org/10.31483/r-74615.
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The article is specifically concerned with the fact that the search for new ways of improving corrective logopedic work with children diagnosed with severe speech disorders is directly associated with changes in the requirements concerning the content of preschool education. Today, the corrective work aimed at addressing emerging or existing impairments of speech and its grammatical structure, as well as phonemic hearing is prioritized in the Russian logopedics, being the most well-developed. The aim of this study is to establish the theoretical basis for the research problem and to develop a course of logopedic classes using visual modeling for developing creative storytelling skills in senior preschoolers with severe speech impairments. The following methods have been used in the study: analysis of literature on the research subject, experiments, methods used in mathematical statistics, qualitative and quantitative methods of processing the experimental findings, observation. It can be concluded that creating motivating communication associated with creative activity or a visual situation creates conditions for children’s independent will to speak out and share their opinion. Developing creative storytelling skills in children of senior preschool age with severe speech disorders presents great difficulties. Creative storytelling is an effective means of speech development. The method of visual simulation can be used when working on all types of coherent expression, in particular, this applies to creative storytelling. In the course of visual modeling children will become familiar with graphic ways of presenting information: images of outlined objects with a minimal amount of details, symbolic images of objects, plans and symbols used in them.
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Snyder, Kristen, Christer Hedlund, Pernilla Ingelsson i Ingela Bäckström. "Storytelling: a co-creative process to support value-based leadership". International Journal of Quality and Service Sciences 9, nr 3/4 (18.09.2017): 484–97. http://dx.doi.org/10.1108/ijqss-02-2017-0009.
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Purpose The purpose of this paper is to identify constraints and possibilities to develop a value-based leadership in manufacturing using storytelling as a co-creative method and process. Design/methodology/approach A multi-site case study was conducted in which storytelling was used as a data collection tool and co-creative process to explore dimensions in the company’s cultures that could provide a deeper understanding about the constraints and possibilities that exist for developing value-based leadership in manufacturing. Findings Storytelling has a positive impact on leadership and communication highlighting important aspects of the organizational culture to support sustainable development and innovation. Originality/value This study demonstrates how storytelling can be used by leaders in manufacturing to build cultures of innovation and sustainability. And identifies constrains and possibilities for developing value-based leadership.
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Lum, Kristen, i Marcos Mortensen Steagall. "Breakthrough: An illustrated autoethnographic narrative into professional identity and storytelling". DAT Journal 8, nr 1 (15.03.2023): 336–69. http://dx.doi.org/10.29147/datjournal.v8i1.694.
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This article presents a practice-led artistic research project focused on the creative process of a scripted and illustrated graphic novel that draws from autoethnographic methods to engage with high levels of originality. The project: Breakthrough: An illustrated autoethnographic narrative into professional identity and storytelling responds to a rhetorical question that asks: How can one express personal identity in the form of a graphic novel? The design outcome of this project is a published graphic novel which explores ideas surrounding identity, particularly professional identity and finding or rediscovering oneself. The novel’s storyline draws upon the researcher’s journey as an artist and illustrator, the experiences of losing and regaining creative passions and stimulus. The graphic novel’s creative process employs creative expression skills to conceptualise and visualise the narrative. The design outcome is intended to resonate with others studying or working in creative industries and inspire young creatives in their journeys. The research project contributes to discourses about using ethnographic methods to engage originality in producing visual communication design outcomes underpinned by personal novelties and meaning. Additionally, it contributes to understanding practice-led research methodologies and the exegetical writing that supports a design artefact.
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Ratcliffe, Jason. "Sharpening your storytelling ability". Journal of Aesthetic Nursing 11, nr 5 (2.06.2022): 228–30. http://dx.doi.org/10.12968/joan.2022.11.5.228.
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Valcheva, Penka. "DEVELOPMENT OF CREATIVE STORYTELLING IN PRESCHOOL AGE IN TERMS OF THE THEORY OF SPEECH ACTIVITY". Education and Technologies Journal 12, nr 1 (1.08.2021): 153–57. http://dx.doi.org/10.26883/2010.211.3150.
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The article discusses the basic concept in the theory of speech activity. The ratio of the four phases in the structure of speech activity to the system for development of creative storytelling in preschool age is analyzed. The significance of the imaginary communicative-speech situations for the natural motivation of the children’s speech activity and the orientation in the communication situation is considered. Describes the pedagogical tools used to build the communicative-speech situation and the requirements it must meet in order to motivate children’s creative storytelling. Guided by the theory of speech activity and the peculiarities of the imaginary communicative-speech situation, the author derives methodical algorithms of creative storytelling in preschool age, which, develop in unity the verbal-creative and communicative-speech skills of children.
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Ceconello, Mauro Attilio. "Design storytelling through archive materials". Convergences - Journal of Research and Arts Education 15, nr 30 (30.11.2022): 51–60. http://dx.doi.org/10.53681/c1514225187514391s.30.140.
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Industrial design intended as cultural heritage is witnessing a period's industrial production and creative thought; this legacy needs to be shared with a broader audience. The Milan area is full of studios and ateliers, where most Italian design projects were born. Even though they are no longer operating, these locations are still linked to the creative process and convey the atmosphere of the golden age of Italian design. Design research is essential in investigating archives' potential in constructing historical narratives and new research paths and learning tools. The paper describes two case studies for enhancing Design Culture through digital technology. A digitisation project for the archive of the famed Italian modeller Giovanni Sacchi to link heterogeneous data – sketches, technical drawings, images, physical models – to create an overall view of the design process and highlighting the creative thought. The second describes LfAC, a mobile location-based application designed to lead visitors to discover Achille Castiglioni's projects in downtown Milan: works are valorised and brought back to life through contextual contents delivered to visitors' smartphones.
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Mincicova, Valerija Sergeevna, Elizaveta Valentinovna Ogloblina i Asem Hekimoglu Naushabaeva. "Digital storytelling in the world economy classroom". SHS Web of Conferences 125 (2021): 04006. http://dx.doi.org/10.1051/shsconf/202112504006.
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This study aims to share the digital storytelling experience of higher education teachers including those using English as a Medium of Instruction. The methodology consists of giving a task to 130 students of bachelor course divided into 29 creative groups. Students created video stories on prearranged topics concerning the world economy agenda. We focused on analyzing the stages of project creation and the role of a teacher in the process, drivers of successful implementation of the digital storytelling, and compared the effectiveness of different types of classwork with digital storytelling. Thus, we conclude that such factors as the cohesion of the creative groups, ability to use video editing instruments and distribution of the tasks between members in the initial stages play the least important role in the successful implementation of the task, but at the same time can be most easily influenced and course-corrected by a teacher. The research also demonstrated that the potential to connect the topic with the own interests of the creative group, ability to present the result of work publicly and interest in the topic were the main drivers for success and involvement. Those are the characteristics of the generation Z, and we strongly believe that the teachers of higher education should consider the findings we present in the results section. It is also revealed that digital storytelling, despite being time-consuming, has a more emotional influence on students and gives them more satisfaction after a presentation.
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Zhulamanova, Ilfa, i Jill Raisor. "The Little Red Hen and a Corona Giant: Creative Storytelling Strategy in an Early Childhood Classroom". Global Journal of Transformative Education 3 (30.04.2022): 3–14. http://dx.doi.org/10.14434/gjte.v3i1.32098.
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Storytelling is a natural mean of communication between generations and is deeply rooted in culture. In today’s classrooms, the act of storytelling is often overshadowed by a narrow focus on academics. However, children can use storytelling as a way to demonstrate depth of their understanding. This study details the use of a creative storytelling strategy implemented in an early childhood classroom which was interrupted by the COVID-19 pandemic. The end result is a two-phase study which concluded with pre-kindergarten aged children using storytelling to discuss and display their perceptions of Coronavirus in an academic setting.
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Wahyuniar Wahyuniar. "The Correlation Between Creative Listening and Storytelling Skill". Media Informasi Penelitian Kabupaten Semarang 4, nr 2 (1.12.2021): 121–28. http://dx.doi.org/10.55606/sinov.v4i2.96.
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Listening and speaking are important for everyone, including junior high school students. This encourages researchers to prove that there is a correlation between creative listening and storytelling skill in grade VII students of SMP Negeri 2 Mattiro Bulu. The sample in this study used a random sampling technique. The sample used in this research is class VII.1 SMP Negeri 2 Mattiro Bulu as many as 24 people. This research uses a quantitative approach with associative research type. This research used descriptive test instruments and oral tests. The test results were analyzed using the student skill category table. Hypothesis testing uses the Product Moment correlation statistical test. Based on the results of data analysis, creative listening skills are categorized as good with an average value of 72.29 and the skill to tell stories is categorized as good with an average value of 74.17. From the results of the correlation analysis between creative listening skills and storytelling skill, the r count correlation value is 0.965 which is in the very strong category with r table of 0.404. Thus, r coun t> r table, it is stated that the truth is accepted in the sense that there is a correlation between creative listening skill and speaking skill in grade VII.1 students of SMP Negeri 2 Mattiro Bulu.
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한규용. "Creative Drama: Storytelling and Storymaking in English Education". English21 23, nr 1 (marzec 2010): 177–99. http://dx.doi.org/10.35771/engdoi.2010.23.1.008.
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Kwon, Su-Bin, i Jin-Hee Kim. "Case Study of Space Storytelling in Creative Region". Joural of the Korea Entertainment Industry Association 8, nr 3 (30.09.2014): 217. http://dx.doi.org/10.21184/jkeia.2014.09.8.3.217.
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Rice, Carla, Andrea LaMarre, Nadine Changfoot i Patty Douglas. "Making spaces: multimedia storytelling as reflexive, creative praxis". Qualitative Research in Psychology 17, nr 2 (27.03.2018): 222–39. http://dx.doi.org/10.1080/14780887.2018.1442694.
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Rutherford, Jessica I. "A therapeutic approach to learning through creative storytelling". Advances in Dual Diagnosis 12, nr 1/2 (18.02.2019): 85–98. http://dx.doi.org/10.1108/add-11-2018-0021.
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PurposeThe purpose of this paper is to provide an overview of a Learning Programme designed around the animation film-making process, contextualising abstract concepts to address the cognitive limitations of children with foetal alcohol spectrum disorders (FASD).Design/methodology/approachAnimation production is tactile, multimodal and multisensory which allows for wide application alongside traditional learning tools, targeting multiple learning pathways with its visual, auditory and kinaesthetic approach. Individuals with FASD require information to be explained in a concrete way to enable them to process and understand. Most information can be drawn, providing a visual to assist the individual, but we must also consider abstract concepts which require further explanation or a series of drawings to display the concepts development. Animation, however, allows us the opportunity to make abstract concepts concrete, contextualising the concept in a visualisation of the child’s story, narrated with their voice and designed to represent their world, in a film produced entirely by them, therefore allowing opportunity for a therapeutic approach to learning through storytelling. This learning tool is designed to be implemented in a specifically designed therapeutic learning environment to enhance the benefits of participation from both educational and therapeutic perspectives.FindingsA review of relevant literature highlights a significant connection between animation, the learning needs of those with FASD and the need for a therapeutic learning environment. This is a proof of concept study, demonstrating the value and potential of animation film making in this new area of practical application. The study closely considers the learning environment from a therapeutic perspective and aims not only to develop a learning tool but to also define the optimum therapeutic learning environment. The study is therefore untested at this stage.Practical implicationsPhase 2 of this ongoing research study seeks to explore additional benefits of participation and engagement with the process in an educational and therapeutic context. Considerations of the therapeutic learning environment will be further explored to determine the optimum setting to support the ongoing learning of this pedagogically bereft (Carpenter, 2011) population. Phase 2 also aims to clarify therapeutic benefits as additional outcomes of participation in this programme.Originality/valueThe proposed learning tool and therapeutic learning environment outlined in this paper is an original contribution to knowledge and if found to be successful, could offer significant opportunities for a therapeutic approach to education for this population and others.
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Alsumait, Asmaa, i Zahraa S. Al‐Musawi. "Creative and innovative e‐learning using interactive storytelling". International Journal of Pervasive Computing and Communications 9, nr 3 (30.08.2013): 209–26. http://dx.doi.org/10.1108/ijpcc-07-2013-0016.
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Lim, Pei Rong, i Norah Md Noor. "Digital Storytelling as a Creative Teaching Method in Promoting Secondary School Students’ Writing Skills". International Journal of Interactive Mobile Technologies (iJIM) 13, nr 07 (11.07.2019): 117. http://dx.doi.org/10.3991/ijim.v13i07.10798.
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Abstract - With the current needs of shaping 21st-century classroom in schools, the use of technology has now become compulsory for teachers to incorporate in the classroom. The exposure to technology is highly necessary for the current generation to prepare them for the future ahead. Digital storytelling is one of the tools available in the market for learning. There is no much research yet found in Malaysia that investigates the usefulness of the digital storytelling in promoting secondary school students’ writing skills. Therefore, this research tries to implement one digital storytelling tool in teaching Writing for English Form 1 and tries to identify the elements of digital storytelling tool that might be able to promote students’ writing skills. This research involved fifteen Form 1 students. The data was collected through four (4) time series tests in a pre-experimental research study. The students’ performance in each treatment were marked according to the Rubrics to Assess Digital Stories and were analysed using Friedman Ranks Test. The finding shows that there is an improvement in students’ performance after four treatments of using the Digital Storytelling tools. For the elements of digital storytelling tool that affected after using the digital storytelling tool, the student respondents always applied six elements: ‘Overall Purpose of the Story’, ‘Dramatic Questions’, ‘Choice of Content’, ‘Pacing of the Narrative’, ‘Quality of the Images’ and ‘Good Grammar and Language Usage’. Furthermore, there is an improvement in student respondents’ post-test marks after four treatments of using Storybird. The study shows a relationship between elements of digital storytelling tool in the four treatments and students’ writing performance in post-test. All of the elements shows a significant relationship with students’ writing performance except for ‘Dramatic Questions’.
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Priliantini, Anjang, Mahfud Anshori, Andre Noevi Rahmanto, Monika Sri Yuliarti, Albert Muhammad Isrun Naini i Christina Tri Hendriyani. "Konstruksi Storytelling pada Video Virtual Travelling". Jurnal Komunikasi Global 12, nr 2 (31.12.2023): 258–83. http://dx.doi.org/10.24815/jkg.v12i2.31591.
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Pariwisata menjadi sektor paling terdampak akibat wabah COVID-19. Pembatasan sosial yang terus diberlakukan mendorong Kementerian Pariwisata dan Ekonomi Kreatif (Kemenparekraf) untuk melakukan inovasi dengan menciptakan video virtual travelling yang dibagikan melalui Youtube. Penelitian ini bertujuan untuk menganalisis penerapan konsep storytelling dalam video virtual travelling yang diproduksi oleh Kemenparekraf sehingga daya tarik destinasi wisata dapat ditampilkan sebagai strategi promosi pariwisata yang baik. Penelitian kualitatif ini menggunakan Teori Digital Storytelling. Data dikumpulkan menggunakan metode dokumentasi, dengan data primer berupa scene dari tiga video yang akan dikaji berdasarkan unsur-unsur storytelling, yaitu setting, karakter, konflik, plot, dan pesannya. Data dianalisis untuk melihat pemenuhan aspek rasionalitas naratif yang meliputi koherensi dan kredibilitas cerita. Hasil penelitian menunjukkan bahwa ketiga video virtual travelling yang diteliti tidak menerapkan konsep storytelling dengan baik karena tidak memenuhi kelima unsur storytelling, terutama pada unsur karakter dan konflik. Tourism is the sector most affected by the COVID-19 outbreak. Social restrictions that continue to be enforced encourage the Ministry of Tourism and Creative Economy to innovate by creating virtual travelling videos shared on YouTube. This study aims to analyze the application of the concept of storytelling in virtual travelling videos produced by the Ministry of Tourism and Creative Economy so that the attractiveness of tourist destinations can be displayed as a good tourism promotion strategy. This qualitative research uses Digital Storytelling Theory. Data were collected using the documentation method, with primary data in the form of scenes from three videos, which will be studied based on storytelling elements, namely setting, characters, conflict, plot, and message. The data is analyzed to see the fulfillment of the aspect of narrative rationality, which includes the coherence and credibility of the story. Research results showed that the three virtual tour videos studied did not apply the concept of storytelling well because they did not meet the five elements of storytelling, especially the elements of character and conflict
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Letherby, Gayle, i Deborah Davidson. "Embodied Storytelling". Illness, Crisis & Loss 23, nr 4 (29.06.2015): 343–60. http://dx.doi.org/10.1177/1054137315590745.
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Art, music, literature, and drama are acknowledged to have a place in the embodied experience of bereavement and increasingly are also utilized for the collection and presentation of data in the social sciences and humanities. Such work tells us much about ourselves as individuals and about our relationships with others. The concept of griefwork, which acknowledges and values the collective work the bereaved do with others, is one way to frame such endeavors during bereavement. Here, we outline some of our individual, and yet connected, creative work with reference to both our own experiences of loss and our relationship with each other. Specifically, we reflect on Deborah’s development of an online community for people with commemorative tattoos and Gayle’s exploration of new ways of writing (fiction or faction). We share examples from each project and reflect on their significance to the embodied experience of bereavement.
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Pakandlova, Adela. "Digital storytelling: A proposed creative therapeutic intervention for bereaved families". QMiP Bulletin 1, nr 35 (2023): 67–74. http://dx.doi.org/10.53841/bpsqmip.2023.1.35.67.
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Digital storytelling is a qualitative visual research method that is becoming increasingly popular. It is based on collaboratively creating short digital movies conveying participants’ stories which can also be presented to the public, and represents not only a research method but also a beneficial therapeutic tool for both adults and children. Within the context of psychotherapy, digital storytelling has helped individuals to connect not only at an intrapersonal level, but also at an interpersonal level, and has been a valuable part of the healing process. Based on these promising findings, this article presents a proposed creative intervention for bereaved families based on digital storytelling together with a dance-movement activity. The steps are outlined, and the goal of this intervention is to help the bereaved to build resilience, to process their grief and to heal together as a community. The implications for practice are then discussed.
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Abd Rahman, Hayati, Azrina Ashaari i Nur Azima Alya Narawi. "STORYTELLING APPLICATION BASED ON INTERACTIVE STORY GRAPH STRUCTURE (ISGS)". MALAYSIAN JOURNAL OF COMPUTING 6, nr 1 (9.03.2021): 715. http://dx.doi.org/10.24191/mjoc.v6i1.10370.
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Storytelling is a process of conveying series of events and information in words, images, and sound. Conventionally, storytelling developers/writers will apply the linear narrative structure approach to deliver the stories. However, that approach has some limitations; users cannot determine the path to end the story. They have no option to choose how to end the story based on their way of storytelling. Therefore, this study is about applying an Interactive Story Graph Structure (ISGS) approach to storytelling. ISGS approach is a structure used in storytelling in which users can revert their decision when going through the storytelling application implemented during the development. After completing the storytelling prototype development, a survey was conducted to test users’ enjoyment level when using the prototype. The survey was divided into four constructs: expectation, ease of navigation, understanding, and satisfaction. There were 36 respondents, and the data were collected on a random basis. Based on the survey’s result, most users (90.28%) enjoyed the storytelling application. The storytelling prototype was developed using Adobe Animate Creative Cloud and has been distributed among the respondents randomly. The analysis was conducted to determine the findings, limitations, and recommendations for future project improvement based on the results obtained. This study’s outcome is the complete production of storytelling application, which is creative and interactive with ISGS.
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Vivek, Ramakrishnan, i Yogarajah Nanthagopan. "Storytelling as a Qualitative Approach for Organizational Management". European Journal of Management Issues 31, nr 2 (12.06.2023): 113–22. http://dx.doi.org/10.15421/192310.
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Purpose: The purpose of this study is to explore the role of storytelling as a qualitative approach in organizational management, focusing on the values and emotions conveyed through narratives. The research aims to explore the potential of storytelling to strengthen connections, support networks, and improve people's adaptability, while addressing the lack of coherence in this area.
Design/Method/Approach: This study used a secondary research strategy.
Findings: Throughout this study, the author makes the case that narrative is critical to effective organizational management and leadership. However, meaningful and creative in developing qualitative research in management is, the growth of story methods has resulted in a lack of consistency in the field.
Theoretical Implications: The theoretical findings of this study emphasize the importance of competent organizational management and leadership in storytelling. This study emphasizes that storytelling is an important tool for communicating values and emotions, as well as for creating connections and support networks, exploring the function of narrative in management. The growing popularity of storytelling methods, however, also highlights the lack of consistency in this area. The study calls for further research into the relationship between storytelling and human adaptation, as well as the validity of storytelling as a methodology for qualitative management research. The results help to clarify the theoretical foundations of storytelling and its use in corporate situations.
Practical Implications: Although literature acknowledges significantly emotional and psychological advantages associated with using storytelling in studies, there has been no evidence of the link between improving human adaptability and using storytelling in research. Throughout this study, the author makes the case that narrative is critical to effective organizational management and leadership. Although essential and creative in developing qualitative management research is, the growth of story methods has resulted in a lack of consistency in the field.
Originality/Value: This paper addresses the application of storytelling to organization management and how storytelling is used as a tool for qualitative research.
Research Limitations/Future Research: The research was primarily focused on secondary research and, therefore, could be limited to previous research findings.
Paper Type: Conceptual
JEL Classification: C25, C35
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Turpin, Holly, Rebecca Cain i Michael Wilson. "Towards a Co-Creative Immersive Digital Storytelling Methodology to Explore Experiences of Homelessness in Loughborough". Social Sciences 13, nr 1 (16.01.2024): 59. http://dx.doi.org/10.3390/socsci13010059.
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Despite the potential use of digital storytelling with marginalised groups, there are few examples of its application in homelessness or examinations of co-creative relationships in this context. Along with digital storytelling, this research used immersive media (virtual reality and 360 degree video) to explore place-based social exclusion. In the feasibility study, with four doctoral researchers at Loughborough University as participants, immersive digital stories were co-created. The aim of this study was to understand how to create place-based immersive digital stories, through adapting existing digital storytelling methods and the co-creation of virtual reality, to inform best practices for future studies involving participants who have experienced homelessness. Participants created maps and empathy timelines, shared stories, recorded voiceovers and edited footage. The researcher facilitated this and recorded the 360-degree filmed footage. The final stories proved to explore place-based social exclusion. Co-creative relationships were found to be more significant between the researcher and individual participant than amongst the participants as a group. With immersive media, the researcher’s experience formed an active part of the finished pieces. Despite this, participants described their role as director, being ultimately in control. These findings will influence the methods that will be used in the future with those who have experienced homelessness in Loughborough. They also show how immersive media in digital storytelling can strengthen co-creation and acknowledge the researcher in the story.
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Fontno, Tiffeni. "Book Review: 25 Projects for ART Explorers". Reference & User Services Quarterly 58, nr 3 (22.06.2019): 188. http://dx.doi.org/10.5860/rusq.58.3.7046.
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Reading stories to children may often isolate a story’s purpose into narrow elements. Christina M. Kirker’s 25 Projects for Art Explorers expands storytelling by creating cross-curricular, literature-based art projects utilizing popular children’s literature to encourage art appreciation and creative release.
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Thi Hong, Oanh Pho, i Ly Nguyen Ngoc. "Training storytelling ability for students majoring in preschool education at Thai Nguyen College". International Journal of Multidisciplinary Research and Growth Evaluation 5, nr 1 (2024): 148–51. http://dx.doi.org/10.54660/.ijmrge.2024.5.1.148-151.
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The article is based on theories of storytelling and the storytelling ability requirements for students, conducting a survey on the current state of teaching and training storytelling skills for students majoring in Preschool Education at Thai Nguyen College. From the assessment of the current situation, we propose three solutions: Strengthening the design of literary appreciation and creative storytelling exercises; Teaching - learning theory combined with storytelling practice; Cultivating literary appreciation and expressive storytelling ability through practical classes. These solutions not only help students grasp and develop storytelling skills but also enhance their oral language expression and positive and effective thinking skills, meeting the requirements of the new general education.
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Ravochkin, Nikita Nikolaevich, Ilya Sergeevich Kachay i Mikhail Aleksandrovich Petrov. "Personal stories as a result of creative activity and a tool for overcoming the fragmentation of everyday life: cultural and philosophical analysis". Философия и культура, nr 12 (grudzień 2023): 36–47. http://dx.doi.org/10.7256/2454-0757.2023.12.69343.
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The object of this research is the fragmented everyday life of social life practices. The subject of the research is personal stories realized in storytelling and considered as the result of the creative activity of the subject and a way to overcome the fragmentation of everyday life of modern culture. The authors consider the fragmentation of everyday life as a factor in the desocialization of the subject and the leveling of unified mechanisms of social interaction. Storytelling is defined as a way for a person to consistently present various storylines and broadcast the principles of their personal existence, creating an effect of belonging among recipients and awakening their imagination. The research substantiates that storytelling resources allow a subject to broadcast personal values, creatively express their individuality through virtual self-presentation and respond to current public demands, thereby overcoming the fragmentation of everyday life. As the conclusions of the research, the authors state that public order and social interaction are conditioned by the influence of the narratives of each subject on the foundation of their own being and the formation of a vector of development of all participants in intersubjective relations through the dissemination of the principles of personal existence in the storytelling system. The authors emphasize the creative nature of personal stories, the creation and telling of which is a prerequisite for the formation of unified principles of social existence due to the transmitted ideas about socially acceptable rules and stable patterns of behavior that become a set of rituals. The authors conclude that personal stories allow the subject to overcome fragmented everyday life, move to a qualitatively new level of normative determination, develop a strategy of self-identity and move from a separate way of being to a holistic existence in the context of intersubjective interactions.
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Piazzoli, Erika, i Elif Kir Cullen. "The double-edged sword of storytelling". Scenario: A Journal for Performative Teaching, Learning, Research XV, nr 2 (31.12.2021): 1–26. http://dx.doi.org/10.33178/scenario.15.2.1.
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This article considers the ethical dimension of performative practice with refugees and migrants, positioning storytelling as a double-edged sword that can either elevate or stigmatise the storyteller. The discussion is inspired by 10 things you need to consider if you are an artist, not of the refugee and asylum seeker community, looking to work with our community, a manifesto written by Cañas, Refugee Survivor and Ex-Detainee (RISE) art director. First, the paper introduces the RISE manifesto and its significance to contemporary practice and research. Second, it discusses relevant literature, looking at the construct of aesthetic distance (Erikson, 2011), safe space as creative space (Hutton, 2008) and aesthetic form as double (Courtney, 1995) in drama. The core of the paper reports the analysis of nine interviews, conducted with professional artists, teachers and practitioners working in the context of forced migration. Data points to the interconnectedness between participants and facilitator, in terms of self-expression, creativity, vulnerability and agency. In this regard, the authors reframe vulnerability as an active, creative, liminal space essential to foster an ethical imagination. This kind of creative vulnerability, key to practitioners’ ethical imagination in performative work, can act as a segue into the symbolic, metaphorical mode of drama.
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Popiel, Magdalena. "Narracje o tworzeniu, czyli „ciemność i magia”". Konteksty Kultury 20, nr 4 (2023): 385–401. http://dx.doi.org/10.4467/23531991kk.23.031.18834.
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Narratives on Creating, or “Darkness and Magic” The presence of autothematic narratives in the three basic models of culture – literary, audiovisual and digital – is a crucial factor influencing the diversity and dynamic evolution of the story on creating. The notion of autopoiesis introduced by the neurobiologists and sociologists widens the spectrum of research on creative process in literary texts, and more broadly in texts of culture. In the connection with these two functional aspects of autopoiesis: in the traditions of different medias and multiple research directions analysing the creative process, the author presents three models of modernist novel on creating. The interpretation of Testament by Witold Gombrowicz allows us to indicate, firstly, the process of narrative identity of writer constituting itself; secondly, the metaphor of theatre’s backstage providing autopoiesis with a performative dimension; and thirdly, the poetic rules of storytelling about creation, which build up its epiphanic aura.
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Mastin, Marla. "Storytelling + Origami = Storigami Mathematics". Teaching Children Mathematics 14, nr 4 (listopad 2007): 206–12. http://dx.doi.org/10.5951/tcm.14.4.0206.
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All educators continually search for ways to assist students in learning mathematical concepts. The challenge for teachers is to provide a “thinking” curriculum and creative instructional methods while helping students recognize that they should be actively involved in their own learning. This article presents a way to engage students in mathematics through the use of an innovative instructional method based on constructivist theory, which emphasizes the “building” that takes place in the brain as a person learns and which is rooted in both the social and the cognitive perspective of learning.
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La Rose, Tara, i Brian Detlor. "Social Work Digital Storytelling Project: Digital Literacy, Digital Storytelling, and the Makerspace". Research on Social Work Practice 31, nr 6 (24.02.2021): 599–609. http://dx.doi.org/10.1177/1049731521992427.
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Purpose: The Social Work Digital Storytelling project was a research study undertaken to (1) enhance digital literacy of practitioners and students through digital storytelling training, (2) diversify engagement in a local public library technology hub (the “makerspace”), and (3) understand and enhance social work leadership knowledge among students and practitioners through the creation and sharing of leadership-focused digital stories. Method: Free hands-on digital storytelling workshops where social workers/students created stories about leadership exposed social workers to technologies accessible in the community and provided hands-on experience using hardware (e.g., IMac computers, digital cameras, portable data recorders, and a recording booth) and software (e.g., Adobe Photoshop, I-Movie, and GarageBand) as well as online social media platforms (e.g., Flickr, YouTube, and Facebook). Results: Before and after the workshops, participants completed a brief online qualitative self-evaluation survey through which they reflected on their skills, values, and beliefs about digital technology in practice. Participants gained knowledge of perspectives of online ethical tenants and exposure to Creative Commons Copyright and the NASW Technology Standards of Practice. Discussion: Prior to participation, the social workers reported fear and hesitancy using technology. After workshop completion, workers experienced a greater sense of confidence using digital technology as well as identifying organizational and systemic issues, which hindered field-based technological engagement.
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Chandras, Jessica. "Digital Storytelling as Pedagogy in Linguistic Anthropology". Teaching Anthropology 10, nr 3 (29.09.2021): 90–96. http://dx.doi.org/10.22582/ta.v11i3.629.
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This article explores teaching linguistic anthropology through digital storytelling as a pedagogical foundation. In a course titled Language, Power, and Social Identity offered remotely in the fall of 2020 at Kenyon College in Ohio, storytelling practices provided a way to explore connections between language and identities among a diverse group of twelve students. Using storytelling throughout the semester in multiple ways, activities and assignments culminated in a final class project of a digital storytelling video. Integrating digital storytelling as pedagogy suggests there is potential to generate greater understanding of experiences of identity formation through creative and inclusive learning practices.
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Tang, Shaofeng. "Digital Storytelling Approach in a Multimedia Feature Writing Course". Journal of Language Teaching and Research 7, nr 3 (1.05.2016): 572. http://dx.doi.org/10.17507/jltr.0703.19.
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With the rapid development of multimedia technology, digital storytelling has been widely applied in education. This article argues that digital storytelling is a multimedia narrative form which involves critical thinking and creative abilities. These two elements are very important in multimedia feature writing. This article analyzes the application of digital storytelling approach in a multimedia feature writing course through a literature review and a case study. It concludes that the process of completing a digital storytelling project develops students’ creativity and critical thinking. Thus, the digital storytelling approach can be seen as a positive applicable approach in a multimedia feature writing course.
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Gowar, Mick. "Editorial". Book 2.0 13, nr 1 (1.07.2023): 3–7. http://dx.doi.org/10.1386/btwo_00079_2.
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This editorial is a brief summary of the articles, interviews and reviews contained in issue one of Volume 13 of Book 2.0 (BTWO), an interdisciplinary peer-reviewed journal primarily concerned with book creation and publication, including writing, illustration and design and the theoretical and practical study of books, literature, creative writing, storytelling, languages and cultures. Contents for this issue include articles, interviews and reviews mainly focusing on collaboration and cooperation between creative practitioners, scholars and in publishing.
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Gowar, Mick, i Amber Moore. "Editorial". Book 2.0 13, nr 2 (1.12.2023): 135–41. http://dx.doi.org/10.1386/btwo_00088_2.
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This editorial is a brief summary of the articles, interviews and reviews contained in issue Volume 13, Issue 2 of Book 2.0 (BTWO), an interdisciplinary peer-reviewed journal primarily concerned with book creation and publication, including writing, illustration and design and the theoretical and practical study of books, literature, creative writing, storytelling, languages and cultures. Contents for this issue include articles, interviews and reviews mainly focusing on collaboration and cooperation between creative practitioners, scholars and in publishing.
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Sottilotta, Elena Emma, i Danila Cannamela. "Six memos for teaching Italian as a foreign language: Creativity, storytelling, and visual imagination in the language classroom". EuroAmerican Journal of Applied Linguistics and Languages 6, nr 1 (30.08.2019): 37–55. http://dx.doi.org/10.21283/2376905x.10.133.
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By combining pedagogical, linguistic, and literary perspectives on creativity, storytelling, and visual imagination with their application in the language classroom, this article proposes storytelling and creative writing techniques in teaching Italian as a foreign language (FL). The main objective of this contribution is to provide some concrete examples on how creative approaches can be incorporated in Italian language courses at different proficiency levels. Therefore, the procedures and the theoretical assumptions of three creative projects involving communicative means such as mimes and gestures, and technological tools such as Twitter and meme generators, will be illustrated in detail and put in relation to linguistic research on creativity.
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Wilson, Kimberley, i Cheryl Desha. "Engaging in design activism and communicating cultural significance through contemporary heritage storytelling". Journal of Cultural Heritage Management and Sustainable Development 6, nr 3 (21.11.2016): 271–86. http://dx.doi.org/10.1108/jchmsd-10-2015-0039.
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Purpose The purpose of this paper is to discuss the role of contemporary storytelling in preserving built heritage, as a mechanism for extending the useful life of buildings. Design/methodology/approach The authors adopted a qualitative action research approach to consider the role of storytelling. A creative, multi-method approach (i.e. a “Brisbane Art Deco” publication and associated marketing campaign) was used as a case study to explore the contours of such an approach and its efficacy in engaging the community. Findings This paper highlights the potential of contemporary approaches to heritage storytelling, including utilising digital technologies, to engage a diverse range of people that may not have otherwise participated. The authors propose the value of taking a creative and whole-of-society approach – such as that used in this case study – to heritage storytelling. Research limitations/implications The case study discussed provides a phenomenological insight into one version of “contemporary heritage storytelling”. The findings have immediate implications for prioritising research into storytelling for the preservation of built heritage. Practical implications The case study demonstrates opportunities for community engagement through storytelling and highlights potential strategies to effectively contribute to a greater societal value of cultural heritage. Originality/value This research contributes to theory and practice around the management of cultural heritage, and highlights the usefulness of employing such a strategy to reach and engage a broader audience.
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Ahn, Gee-Soo. "The Healing Storytelling and Meaning of Creative Hero Novel". Studies of Korean Literature 61 (31.01.2019): 7–38. http://dx.doi.org/10.20864/skl.2019.01.61.7.
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