Literaturnachweis - Detailanzeige
| Autor/in | Bruce, David L. |
|---|---|
| Titel | Framing the Text: Using Storyboards to Engage Students with Reading |
| Quelle | In: English Journal, 100 (2011) 6, S.78-85 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-8274 |
| Schlagwörter | Story Telling; Visual Aids; Instructional Materials; Planning; Prewriting; Fiction; Poetry; Video Technology; Brainstorming; Class Activities; Reader Text Relationship; Perspective Taking; Story Grammar; Selection; Scaffolding (Teaching Technique); Differences; Films; Film Study; Directed Reading Activity; Learner Engagement; High School Students |
| Abstract | Storyboards deliver a narrative through discrete visual representations. The purpose of the storyboards was always to "scaffold" the final product and students were free to add, delete, or adapt those images that were most helpful to their project. The storyboards served as a brainstorming activity, much like a prewriting exercise for a written paper. However, while storyboarding worked well as a prewriting activity for composing videos, the author also found that storyboards could be adapted to a number of other classroom applications. As students composed storyboards, they were actually reading them, too. In writing their storyboards, they became more astute readers of visual texts. In this article, the author describes three reading activities using storyboards. The first deals with focusing on images in poetry, the second pertains to using storyboards with reading works of fiction, and the third activity details reading film passages. (Contains 4 figures and 3 notes.) (ERIC). |
| Anmerkungen | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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