“No One is Ready - The Recession” An AFI Screennation Video by Taylor Ingraham

1. Click here to view video “No One is Ready - The Recession”An AFI Screennation VideobyTaylor Ingraham Story Map Analysis By Marjorie Wagner

2. Beginning (the call to adventure) • Introduce main character Jay Ingraham as the “guy next door” family man. The setting is his living room with family photos shown on the table next to him. Soft piano music plays in the background to add a melancholy tone to story.

3. Problem • He needs a job, and due to the recession he can’t find one

4. Middle(Conflict/Tension) • He has a wealth of varied experience • He cares so much about his family that he was a stay-at-home Dad before that was popular • His co-worker/boss (?) testifies he is reliable and well thought-of at his former company • Job loss and inability to find new job is not his fault, but rather the fault of the recession (Good graphic of avg. time needed to find a new job) • He recounts the many jobs for which he has applied and not gotten or couldn’t take because he needs guaranteed income and time with family • He can’t save for retirement, daughters’ education, or possible health needs in the future

5. Solution • Decides to follow his passion and start his own business in the food industry

6. End • Gets endorsement from former co-worker/boss for creativity and ability to successfully change

7. Transformation • Quits worrying about the recession and finding a job just to have a paycheck, and starts doing “what he loves” to earn money and take care of his family

8. Analysis • Good job of setting the scene for an “it-can-happen-to-anyone” story • The problem is clearly stated and the steps he follows in his quest for a new job carry the story along • People who are in his shoes themselves can relate to Jay’s story, and those who have jobs are sympathetic to his plight • The tension is relieved after his realization that instead of waiting around for other people to fulfill his goal of a job he should just go for it on his own by starting his own business • The co-worker/boss’s (I never did figure out his role!) endorsement near the end leads you to believe he’ll make it work, even though the video ends with just the plan • Flashes within the video were distracting • Title did not describe content of the video very well

9. Click here to view video “Parents”An SFETT iCan5 Video Story Map Analysis By Marjorie Wagner

10. Aristotle Story Map - Simplified Peripeteia- “reversal of fortune” Father is distracted by cell phone while putting on his seat belt and car crashes, killing parents. Ending Beginning Message: “Buckle Up!” “Always!” Children draw happy stick figures of their parents. Children draw stick figures of their parents with smiles in the car. Stick figure drawings of parents are erased as film reverses. Tying the knot Untying the knot

11. Analysis • This short, simple video with a powerful message demonstrates that less can be more! This would be a good example to show students to make that point. • Lengthy intro/advertisement for iCan 5 was distracting at the front of the video. • There were no titles or credits other than SFETT. • The peripetia was emphasized by wadding up the paper to throw it away. I think the Aristotle Story Map that Ohler demonstrated in Figure 9.1 on p. 114 of Digital Storytelling in the Classroom works well for a video such as “Parents.” There is not a lot of complicated action, but that doesn’t mean it is without a distinct beginning, middle, and end. I think this would work well to introduce story maps to my students. These two story maps reminded me that a story can be still be powerful without a lot of “extras.” Therefore I need to really hone my own story down to essential shots and information and be sure I have clear, easily discernable parts to my map.

12. “Evolution of a Technology Teacher: Growing & Adapting in an Ever-Changing World” Story Map of Final Project by Marjorie Wagner

13. Beginning: (1996) Use traditional teaching methods: “the sage on the stage” Problem: How can I make learning easier and more engaging for students while ensuring they know what they need to know? Middle (Conflict/Tension ): (1998) Begin to use computer for word processing and discover electronic reader for Learning Lab (2000) Move to English class – add web quests (2006) Move to math class – add Smart board (2009)Move to math/technology – students now have access to personal computer at least twice a week; add web-based projects and introduce some web 2.0 applications Solution: Move to teaching technology classes only; students learn to use and apply a variety of technology that impacts all aspects of the curriculum End: (2010) Working on Master’s degree in Instructional Technology; improving my knowledge base in order to meet the needs of today’s students Transformation: Technology novice interested in new developments, to now being focused on using technology every day and making sure students are prepared for media-infused world