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The role of narrative storytelling is central to almost any creative learning activity involving children. Whether through words or images, or a combination of both, children create and communicate their unique stories through the use of narrative. Innovations in technology over the last few decades and, especially, within the last few years are becoming a regular part of the educational experiences for children. Children, by virtue of their age, are the earliest early-adopters of new technology. However, there is a lack of education and training on how to use digital video technology in order to expand the creative possibilities of children and their imagination. Our research attempts to address that deficiency by providing children with the tools and environment to apply the knowledge they possess through the utilization of digital video technology. In our research, we focus on the use of digital video technology in children’s play activities. Digital video technology can be used to enhance both the learning activities as well the creative output. The effects of mixing traditional tools of learning with new instruments – particularly through the use of video technology - in a group setting illustrates the importance of the creative process, as well as creative output, in children.
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Enhancing the Creativity of Children through the Use of Digital Video Technology
Janak Bhimani, Ichiya Nakamura Keio University, Graduate School of Media Design
Theme
At the crossroads of creativity and technology, children, through the use of digital video hardware and software, combined with
traditional play artifacts and activities, have unique opportunities to enhance their imaginative output like never before.
Overview
•Background and Motivation
•Literature Review and Related works
•Workshop Method
•Workshops
•Evaluation and Discussion
•Conclusion
Background and Motivation
• Time is right
• Children as earliest “early adopters” in digital age • Economic Factors affordability • Digital Video Technology portability
• Convergence Culture
• Paradigm shift in media production and consumption • Parallel in education passive to active learning
• Author’s Professional Background • Elementary Education • Broadcast Media
Learning Niche
Literature Review and Related Works
• Creativity In Children • Vygotsky –children, by their nature, are creative
• Csikszentmihalyi – creativity must be developed (adults)
• Sternberg – outside factors affect creativity (+ and -)
• Participatory Culture • Bruner – learning is collaborative; old models of education
defunct in age of communication and interconnectedness
• Jenkins – New Media Literacies to confront obstacles hampering progression of participatory culture
Literature Review and Related Works
• Interaction Design for Children • Interdisciplinary – education, mobile devices, robotics, art,
sociology, video technology, etc. – emphasis on creativity
• Focus on narrative story telling
• Activities with educational and emotional value
• Related Works • Corporations, private companies, international and
regional non-profit organizations
• The video L.A.B. (BBC Scotland), Kidzania Tokyo, Kids with Cameras (India and Global), Canvas (Japan)
Method
NAM++ Method[1] T2=C method
[1] Decortis, F., A. Rizzo, and B. Saudelli. "Mediating effects of active distributed instruments on narrative activities." Interacting with Computers 15.6 (2003): 801-830.
Workshops Incorporating Digital Video
Technology
Background
Design
Process and Creative Output
1. 1. 1.
2.
3.
4.
Social
Issues
Through
Story
Telling
Finger
Puppets
and HD
Video
WEF KIDS
Background
Design
Process and Creative Output
Media
Literacy
Real-time
Blue
Screen
Reporting
.
KIDS VIDS
Background
Design
Process and Creative Output
Video
Journalism
Film-
making
and editing
(Documentary)
3
1 Day Reporter – Behind the Scenes at Yokohama Burg 13
Background
Design
Process and Creative Output
@
Traditional
&
Digital
Storytelling
Start to
Finish
Production
w/stop
motion
filming
Nendomation
Background
Design
Process and Creative Output
@
Evaluation
• Analysis of the four workshops
To demonstrate that workshops for children incorporating digital video technology provide children with means of expressing their creativity in ways which are different, and even new, from those they are exposed to in their everyday life
Quantitative: Results and Findings • Data from Interviews and/or questionnaires
• Two perspectives: • Children – Participants
• Parents /Guardians -- observers with intimate knowledge of the participants
Qualitative: Observation and Reflection • Lessons Learned improvements/modifications for future workshops
• Management/Design perspective
Evaluation Nendomation Survey Questions for Children
1) Was this your first time making clay animation?
1.Yes 2.No
2) Was this workshop fun?
1.Very Fun 2. Fun 3. Average 4. Not so fun 5. Not fun at all
3) Was this workshop difficult?
1.Very difficult 2.Difficult 3.Okay 4.Easy 5.Very easy
4) What was the most interesting part of the workshop?
1.Story/scenario making 2.Character making 3.Filming 4.Presentation
5) How would you describe your facilitator’s performance?
1.Very Good 2.Good 3.Avergae 4. Not so good 5. Not good
6) How would you evaluate the structure of the workshop?
1.Very Good 2.Good 3.Average 4.Bad 5.Very bad
7) How would you describe using the camera, computer and animation software?
1.Very difficult 2.Difficult 3.Average 4. Easy 5.Very easy
8) Please leave any comments or suggestions.
Nendomation Survey Questions for Parents/Guardians
1) How did you hear about this event? (Select as many as you like)
1.Flyer 2.Internet 3.Friends 4.School 5.Other__________________________
2) Please tell us your reasons for having your children participate in the workshop?
(Select as many as you like)
1.Looked interesting/fun 2.Looked educational 3.Child/children wanted to
participate 4.Wanted child/children to be familiar with digital technology
5.Other_______________________________
3) “What did you expect your children to learn from the workshop?”
4) What did you like the most about the workshop?
1.Story/scenario making 2.Character making 3.Filming 4.Presentation
5) How would you rate the quality of the workshop?
1.Very good 2.Good 3.Standard 4.Not good 5.Bad
6) How would you evaluate the structure of the workshop?
1.Very Good 2.Good 3.Average 4.Bad 5.Very bad
7) How familiar were your children with digital technology before participating in the
workshop?
1.Very familiar 2.Familiar 3. Average 4.Not very familiar 5.Not familiar
8) Would you like your child to participate in a similar type of workshop?
1.Yes 2.No
9) Please leave any comments or suggestions.
Evaluation
Discussion
Researcher's observation combined with quantitative and qualitative results
Commonality: T2=C method
Ethnographic methodology[2] to evaluate research: Substantive Contribution: creative output with technology is not possible without it
Aesthetic Merit: workshop detail, children’s enjoyment, imaginative contents by children
Reflexivity: project leader, responsible for design, management and oversight
Impact: participants moved intellectually (novelty) and emotionally (involvement and/or research)
Expresses a Reality: participants gain an understanding of digital video based workshops both in both intricate detail and state of the art in the larger scope of society
[2]Richardson, Laurel. "Evaluating Ethnography." Qualitative Inquiry 6.2 (2000): 253-255.
Conclusion
Never stop starting
Research never ends
More work needed
Future Works
More participation/involvement
Manual development • First step in building a community based workshop-knowledge database
• Grassroots distribution/contribution with potential global impact
• Simplicity: Adaptability and Scalability easy to modify and adapt
• Creative Commons Attribution-NonCommercial-ShareAlike License
Conclusion
Conclusion
