Radio Rookies DIY: How to Report Your Own Story

This is re-posted from the Radio Rookies blog.

This animated short is part of a toolkit of DIY videos Radio Rookies created in partnership with Hive NYC to teach people to produce their own stories using digital media. The short, along with the accompanying resources, will help educators teach students of all ages to report autobiographical stories about their own lives.

Here are a some questions to answer when coming up with story ideas:

  • what are you passionate about?
  • what do you have a unique perspective on?
  • is there a social problem you’d like to address in a story?
  • what stories and interview subjects do you have access to?
  • what sides of a story are often ignored?
  • is there something that might surprise?
  • what’s at stake? what do people have to win or lose?
  • what is a story that people don’t know about, but should?
  • what is something you are very curious about and want to know more about? (ideally this is true for any story you tackle)

Food for thought: Suggested activities to get you thinking

1) Create a graffiti wall of ideas.

Pin up poster paper around the room and give students 10 minutes (no talking) to brainstorm story ideas by writing their ideas on the poster paper and adding their own +1 thoughts to interesting ideas others have written. Follow-up with a conversation about the stories, their angles, and who they would interview.

2)  Make a map of your world and identity and use that to identify possible story ideas.

  • what’s important to YOU?
  • what have you experienced that you now have a UNIQUE PERSPECTIVE on?
  • what parts of your IDENTITY do you want others to understand?
  • what problems do you see in your COMMUNITY?

Discuss identity maps in small groups. Each student writes down their 3 best ideas that come out of the conversation.

3)  Answer these questions for your top 3 story ideas:

  1. Who would you interview?   *keep in mind who you have access to
  2. What do you want to find out?
  3. What is your unique perspective on the subject? What is your point of access?

*For example, if I want to report a story on cyberbullying, I might have a unique perspective if I was the victim of cyberbullying who wound up switching schools as a result of it.

4)  Need more food for thought? Watch this video about where good ideas come from.

Additional Resources:

  • Youth News Network: Subject Matters: helping young reporters find the story A digital storytelling tool from Y-Press with interactive videos, links and examples to help young producers create radio stories. Topics include: – Subject & Angle – Research – Questions – Refining the angle
  • Generation PRX: Check out the discussion forums on Generation PRX to find answers on anything from recording equipment to curriculum ideas. Or pose your own questions to the group.
  • Cowbird: Tell your own story on Cowbird — an online community that provides free storytelling tools and a beautiful platform to share your own or hear stories posted by others.

 

Iridescent’s The Fluid Ether is live!

This is a guest post by Kevin Miklasz, Director of Digital Curriculum at Iridescent. 

This week, we finally released the second version of our physics simulation app! The Fluid Ether is a physics simulation game. You can find it in the App Store, or as a desktop download from our website. If you want to know more, read about the plans for the entire Ethers series or sign up to our newsletter to stay updated about progress in the series.

In The Fluid Ether, students gain an intuitive understanding for fluid dynamics through the experience of playing the game. Players turn jets on and off to create patterns of play that accomplish simple level objectives like breaking blocks and collecting coins. Getting better at the game means knowing how best to manipulate jets of water- so learning the strategy to beat the game means learning physics.

One of the levels in the game

The game includes 3 features that distinguish it from other games out there.

  1. Deeper learning through challenge levels: Open-ended levels are punctuated with directed gameplay (called challenge levels), which causes kids to reflect on their learning and test understanding. Challenge levels will present one objective in a highly constrained format, directing the kid’s attention to features they may have taken for granted, and testing their understanding of those features.  For example, in the “density” challenge level, kids learn that balls of greater density have more inertia and take longer to accelerate.
  2. Level Editors: Kids are encouraged to customize the game and add new levels through the level editor. They can choose from any of the objects or goals included in the game, allowing for kids to be real creators of media within the context of the game. Creating their own functioning levels allows kids to both practice their design skills, and to engage more deeply with the physics in the game.
  3. Data collection system and teacher interface: The game collects data as kids play. We offer a free online dashboard for teachers to see their kid’s play data as they play. The play data will also be used by Iridescent as in-game assessment of learning (meaning, we will try to say that students understand physics through their click and gameplay).  In the future, we will work with the Institute of Play to develop resources for teachers and educators to use the game in their programs, as well as hold Ethers Professional Development sessions.
A view of the level-editor

The app was the result of a year of refining and redeveloping the original app, called “World of Physics: Fluids,” for those of you Iridescent regulars.  Based on all that we learned developing previous apps, we put our best practices to good use in developing this app.  Personally, this is the first app that I have developed with Iridescent, and I was very excited to be able to put my educational game design philosophy into a digital game.

I’m excited to continue developing the games in this series! We have six games planned, on Fluids, Gravity, Light, Momentum, Projectiles and Electricity. In fact, we’ve already begun work on The Gravity Ether, thanks to a Spark grant from Hive Digital Media Learning Fund in the New York Community Trust!  Our learning from the first game will allow us to go through The Gravity Ether in a quarter of the time: we’re planning to release the game this September, so stay tuned!

The initial artwork for the other five games in the series.
Thanks to our development partner, Robot Super Brain, and our graphic designer Ioana.  The Office of Naval Research funded this game.

Neighborhood to Neighborhood Project

This is a guest post by Stacy Abramson, Director Of New York Operations and Strategic Partnerships at Facing History.

  • What issues do students care most deeply about?
  • What moves them to take action?
  • How can the work born out of the partnership between WNYC’s Radio Rookies and Facing History and Ourselves align with some of the new Common Core Anchor Standards on Speaking and Listening?
  • How do we utilize these stories as text for use in ELA and Social Studies classrooms?
  • How can we do projects like these with our own students?

These were just some of the questions that educators from schools and organizations from around New York City wrestled with at the Facing History and Ourselves New York office during a recent workshop. Everyone arrived excited to watch and listen to multimedia stories that were produced as part of the Neighborhood to Neighborhood Project, born out of a Mozilla Hive NYC Learning Network collaboration with WNYC Radio Rookies. The purpose of the workshop was to convene local educators interested in integrating digital storytelling into their classrooms and to highlight thematic connections in content.

Screen Shot 2013-06-17 at 6.17.28 PM

Facing History Program Associate Tanya Huelett led the three-hour workshop, which was attended by educators and professionals from: Museum of Chinese in America, Gotham Schools, Bronx Lab School, East Bronx Academy, Brooklyn International HS, Youthbuild Newark, Vanguard High School, City-As-School, Middle School for Art and Philosophy, IS 276, St John’s Prep High School, NEST, Brooklyn Urban Garden Charter School, and others…

To kick off the afternoon, Tanya introduced Radio Rookie Temitayo Fagbenle from Vanguard HS – Tanya interviewed Temi and they played her radio piece on Sexual Cyberbullying: The Modern Day Letter A.

Temi then answered questions from the workshop participants about her process, about the impact that producing this story has had on her.

Then Tanya shared another Neighborhood to Neighborhood story that connected themes like immigration, identity and difference: “Mind the Gap” is about tensions between the Black and Lubavitch Jewish communities in Crown Heights Brooklyn neighborhood.

This story was followed by a Facing History 3-2-1 activity (3- questions this story prompts for you, 2-connections you can make to the world, 1-idea for using this story in your work).

A highlight of the day was a sneak peek at a current work-in-progress titled, “Losing Language,” that is being reported by two girls from Essex Street Academy. Participants began processing the 7-minute story using a feedback mechanism Facing History refers to as the Wraparound strategy, which involves everyone in the room sharing a quote from the story that resonated with them, without giving any explanation beyond the quote.

Towards the end, Radio Rookies Senior Producer Kaari Pitkin answered questions from the group and shared this DIY Video about how to conduct man-on-the-street interviews, also known as VOX Pop.

See pictures from the workshop here.

Facing History staff will offer follow-up support to help teachers integrate these stories in their work. Stay tuned here for more details about upcoming workshops in the fall or visit www.facing.org.