Activating Prior Knowledge:
It is essential that teachers are knowledgeable about talking circles and the Indigenous communities in their local area; therefore, they need to research this information before starting the lesson. Teachers can reach out to a local Friendship Centre and members of a local Indigenous community to either meet outside of the school or invite them to the classroom to speak about their culture, language, and protocols.
Activity 1: Group Discussion (10-15 minutes)
Educators open this lesson plan with an introduction to the overall project, emphasizing the objective, which is to create a 2 - 3 minute video telling a story about an aspect of their life that is most meaningful to them. Their stories can be about one or more components of their culture, including where they grew up, their traditions and ceremonies, and their language. The process of this project allows students to take pride in their culture and to connect with others through sharing. As a whole-class discussion, the teacher can discuss storyline ideas (using the Story Board handout #2 provided - see the 'Materials' section below) or show one or more of the NCCIE videos previously produced (watch some of the 'Youth Videos' in the VIDEOS section of the Teaching Resource Centre).
Activity 2: Thought Web and Story Board (60 minutes)
Following the introduction and class discussion, students organize their story by writing or drawing their ideas on the 'Thought Web' (handout #1) and 'Story Board' (handout #2) worksheets. They determine the audience for the video, the story to tell, cultural traditions to include, the device they will use to shoot the story, and the software to edit the story. Teachers demonstrate editing software once the handouts are complete.
Teachers and students then determine which location is best for shooting the videos. The location may be a space in which the student feels most connected with their culture, e.g. on the land, in a wigwam, in a trapper’s tent, near the water, etc. If a field trip is planned, then all required permissions and risk assessments, specific to individual schools, are submitted.
Activity 3: Gathering Materials - Homework (1-2 days, after school time)
For homework, students use the ‘Video Project Checklist’ (handout #3). They gather home videos and photos that show traditional elements of their lives,. For example, if a student’s story includes the first time they sang in their traditional language, they can gather videos or photos of this experience. They can also gather traditional clothing they want to wear in their video or cultural items they want to use. Students are encouraged to connect with immediate and extended family, Elders, and the community to gather materials relevant to their video.
Activity 4: Video Preparation (60 minutes)
Equipment: Teachers demonstrate various software available and provide students time to become comfortable with the device they choose (such as tablets, iphones, or cameras). Students can work together to explore how to use the devices and share ideas around the shooting, production, and editing processes. For assessment purposes teachers can use handout #5, ‘Teacher Checklist’, to take notes on how well students work together.
Consent: Teachers adhere to their school policies for data capture and sharing, and ensure ‘Media Consent’ forms (handout #6) are signed by students and guests.
Activity 5: Digital Storytelling Production (2 - 3 hours)
Students assist each other when needed, e.g. to hold the video devices for fellow students or help assemble tripods. Students may want to use their Story Board (handout #2) or cue cards to assist with the storytelling and may also choose to have a buddy system for encouragement during the shooting process.
Activity 6: Editing (2 - 3 hours)
Students upload their videos (including images from home and optional music) to the editing software of choice and work through the editing process with the support of their classmates and teacher (re: music selection: if these videos are to be shared on-line, make sure music is publicly available and you do not need copyright permissions).
Activity 7: Video Presentation and Assessment (60 minutes)
Presentation: Students showcase their Digital Storytelling Project to their class. Parents/guardians, Elders, and Knowledge Keepers who have helped the student with their project can be invited. Students are encouraged to ask questions of each other and the guests.
Assessment: While the students hold a ‘Q&A’, teachers can make notes using the ‘Teacher Checklist’ (handout #5) for assessment purposes. Talking circles can also be used to assess the students’ engagement during the process of the project and the development of their understanding of self, language, culture, and community. Students use the ‘Self Reflection’ worksheet (handout #4) to conclude this project.
