06 SES 09, Digital Storytelling
Stories can be effective stimulus for motivating the process of learning difficult material and encouraging learners in taking on difficult tasks because stories profit from the experience. The value of storytelling is also fitting in the educational needs of all ages. In the 19th and 20th century, technological revolutions changed the way of telling stories and merged them with images. Mediums such as comics, animation, film, photography, computer games, and graphic design started to be more and more popular and influential in learning and entertaining through telling the stories. Visual arts include storytelling has become a powerful vehicle for transmitting information and knowledge.
In this context, the major aim of the 'Zarathustra transmedia storytelling' research project is to find new approaches and possibilities for merging arts and philosophical education through multimedia images and website solutions. Throughout the educational design research I’m looking for the answer to the question of how to develop interactive entertainment content which will educate as well as amuse. The content of the designed educational applications is based on an adaption of Friedrich Nietzsche's book ‘Thus Spoke Zarathustra’. This is an important opus for anthropological philosophy and it is written using the unique artistic style which merges philosophy and literature within a nonlinear narration. Story of Zarathustra can become transmedia storytelling by upgrading the Nietzsche book into the multimedia interactive book, which is a combination of comics, animations and texts. On the project website social media tools are going to be connectet with visual distance learning solution. The aims, of this technique of telling stories across multiple platforms, are to help learners to absorb philosophical content, share viewpoints, interpretations, reflections and resources. The creation of the virtual space, where students can be inspired by artistic experience, can help to share their critical thinking and exchange knowledge. Transmedia storytelling can invite for the interpretation of the story from the individual perspective, personalize meaning-making and share it by active use of social media. Transmedia storytelling content can be created as a meaningful vehicle of interpretation of reality. Issues of design of the content, which merge art and philosophy for educational purposes and which can be presented to international environment of learners, are in my opinion very important educational challenges for artists and philosophers.
The research project has been conducted in the framework of the scholarship of International Visegrad Fund at Tomas Bata University in Zlín
Davidson, D. ( 2010), Cross-Media Communications: an Introduction to the Art of Creating. Integrated Media Experiences, ETC Press. Giovagnoli, M. (2011), Transmedia Storytelling: Imagery, Shapes and Techniques, ETC Press. Horton, W. (2006), E-Learning by Design,Pfeiffer & Co . Jenkins, H. (2006), Kultura konwergwncji.Zderzenie starych i nowych mediów, Wydawnictwa Akademickie i Profesjonalne. Kluza M., and al. (ed.), (2011) Wizualizcja Wiedzy, Portal WiE, http://wiedzaiedukacja.eu/wp-content/uploads/2012/03/wizualizacjawiedzy.pdf Leavy, P. (2008), Method Meets Art, The Guilford Press. Leavy, P. (2011), Essentials of Transdisciplinary, Research,Left Coast Press . Nietzsche, F. (2010), Tako Rzecze Zaratustra, Wydawnictwo vis-à-vis/Etiuda. Koster, R. (2010), A Theory of Fun, O'Reilly Media. Sullivan, G. (2009), Art Practice as Research: Inquiry in Visual Arts, SAGE Publications. Zettl, H. (2011), Sight, Sound, Motion: Applied Media Aesthetics, Cengage Learning.
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