The digital storytelling project will tell stories from the Quarantine Station at North Head in Sydney, NSW. It will combine historical materials and short pieces of historical fiction in a multi-modal work based on the article Inside the Quarantine Station (Simon, 2017) and related research.
Proposed digital tools and/or spaces to be used
I am still deciding on the best base platform to use, but am leaning towards Google’s Tour Creator or Thinglink. I would be using mostly Adobe tools, such as Photoshop Creative Cloud for image manipulation and Spark for video creation (if applicable), to create my multi-media/multi-modal content.
Rationale for topic focus for the digital storytelling project
In my current role as a casual teacher and in my hoped-for future role as a Teacher Librarian in NSW primary schools I need to be prepared to teach students across various disciplines at levels from Kindergarten through Year Six (K-6). The topic of this project has the flexibility and curricular relevance to be used across various curriculum areas from K-6 in my local area schools.
The Quarantine Station site is an important historical landmark local to the majority of schools at which I teach or am likely to accept future employment. Further, it is a site that has had historical and geographical relevance on personal, local, regional, national and international/global scales. The planned digital storytelling artefact would incorporate both fact and historical fiction; images, audio, and text; and primary and secondary source material.
In addition to having relevance to History and Geography Knowledge Area content across the K-6 spectrum, it particularly targets Humanities and Social Sciences (HASS) Inquiry and Skills outcomes from the Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority (ACARA), n.d.) relating to:
- data collection through observation and sources (primary and secondary) provided or located (ACHASSI001, ACHASSI018, ACHASSI034, ACHASSI053, ACHASSI074, ACHASSI095, ACHASSI123)
- exploring points of view and distinguishing between fact and opinion (ACHASSI005, ACHASSI022, ACHASSI038, ACHASSI056, ACHASSI077, ACHASSI099, ACHASSI127)
The artefact would be used both to engage students in learning information and to provide a model for their own creation of digital narratives. This would fulfil outcomes from both HASS Inquiry and Skills (ACHASSI010, ACHASSI027, ACHASSI043, ACHASSI061, ACHASSI082, ACHASSI105, ACHASSI133) and English (ACELY1654, ACELY1664, ACELY1674, ACELY1685, ACELY1697, ACELY1707, ACELY1717) Learning Areas (ACARA, n.d.).
Adobe. (2018a). Adobe Spark. Retrieved from https://spark.adobe.com/home/
Adobe. (2018b). Reimagine reality. Retrieved from https://www.adobe.com/au/products/photoshop.html?sdid=TY6XL4MR&mv=search&s_kwcid=AL!3085!3!155856311942!b!!g!!photoshop%20creative%20cloud&ef_id=WrIQXQAAA0AvufWy:20180901234920:s
Australian Curriculum, Assessment and Reporting Authority. (n.d.). F-10 Curriculum. Retrieved Spetember 2, 2018 from https://www.australiancurriculum.edu.au/f-10-curriculum/
Google. (n.d.). Tour Creator. Retrieved from https://vr.google.com/tourcreator/
Simon, M. (2017). Inside the Quarantine Station. HistoriCool, 29, 20-24.
Thinglink. (n.d.). Ignite student creativity. Retrieved from https://www.thinglink.com/edu