Chapter 9 Reflection

Mr. Ohler seems to really believe in what he is preaching; he really wants his readers to try this wonder tool of storytelling in any classroom. The reason why I say this is because of the opening paragraph of this chapter:

“My hope is that if the visual portrait of a story (VPS) doesn't work for you, something else will. Here are a few more story map models to consider”.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 113). Kindle Edition.

I do that kind of thing, too. When I really want my students to do something, I offer them different ideas of ways that they can do it. It was interesting to see that same idea somewhere other than in a classroom :).

Storytelling Aristotle’s Way

“The basic shape is a hill or mountain, which represents the journey the protagonist must make. Aristotle referred to conflict/ resolution in terms of tying and untying a knot. Transformation is brought about through a reversal of fortune of the hero at the top of the mountain”.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 113). Kindle Edition.

This is the only diagram I remember my Language Arts teachers used when I was in school. In the next paragraph the author says that that’s the diagram anyone can relate to,

“Aristotle's story map has a useful kinesthetic quality to it, as I recall trying to untie a knot in my shoelace or untangle an electrical extension cord I'm trying to use. This diagram is easy to relate to, and for that reason it has a special utility for younger students for whom a detailed VPS might be too much to grasp”.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (pp. 113-114). Kindle Edition. 

All I could add, it’s not just the younger students who could benefit from it, I think it’s great for all ages.

A Second Look on Campbell

“Campbell believed that heroes ended up where they began, though they were changed by their experience. At the end of their journeys they live in two worlds-the one they left and the new one from which they emerged, both of which are present at the top of the circle”.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (pp. 114-115). Kindle Edition.

I like this idea of Campbell’s story map. This is just another way to look at transformation. Our characters complete their “journey” home in the process of the story, but they do so as a changed person.

Treasure Maps

“The treasure map allows flexible customization of a story map. You can have as many peaks or valleys as you like, which can help to more accurately represent the action in your story. In addition to multiple peaks and valleys, you can add other annotations that are helpful to you”.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 116). Kindle Edition.

Ohler is doing anything he can to “sell” his idea. Now he is presenting a story map that is pretty much a little template and anyone who wishes to can add their own elements to it. I think it’s great just because it’s so flexible. I think students like flexibility but I know from experience that we cannot give them flexibility right away. They first need to learn the rules, and then be able to break them :) Just like our author mentioned in a few chapters back.

There were few more examples of story maps but these were my favorite. I also liked the “Homework” section of this chapter. It helps readers internalize these different story mapping concepts and look for trends elsewhere: grandparents’ stories, TV, commercials, etc. I absolutely agree that “Story is like air. It's big, it's everywhere, and we need it to stay alive” ( Ohler, p. 123).