Learning Objectives
- Explain the need for storyboarding when planning to tell a story
- Enact the process of storyboarding to plan a narrative
Materials and Resources:
- physical option: blank paper and drawing tools (e.g., pencils, markers); optional: scissors and cellophane tape
- digital option: use drawing application; iPad: iMovie and/or Clips
Opening Activity: ~ 25 minutes
- This session introduces youth to the idea of using storyboarding to plan video productions. They are learning how to be a “better storyteller.”
- On blank paper or a drawing app, have youth position the paper/device in landscape and ask them to pretend this is a still frame (picture) from a scene in a movie about a 100m sprinter who wins the big race. Ask them to picture one moment of that race, from before to after, and sketch that image quickly. The idea here is not to have them finish a complete drawing but rather to see one moment in a timeline, which is a collection of those moments used to tell a story. Have them share their images and have others guess which moment they sketched. If possible, with what they draw, you can try reconstructing the race with their images, putting them in story order.
- To introduce the concept of storyboarding, watch a YouTube video that describes the basic ideas, such as: What is a storyboard? Reflect on the video with the youth by identifying the steps recommended for creating a storyboard.
- To begin thinking about suggestions for effective storyboarding, watch another video such as: How to Make a Storyboard featuring Star Wars or share examples of actual storyboard images. Discuss additional suggestions from the examples for creating useful storyboards.
Content and Activities: ~ 50 minutes
- Youth can use blank paper to create their storyboards, drawing rectangles for each frame. If you have time and resources, blank storyboarding forms are available online and in the PDF linked below; however, it is not required to use preprinted sheets or digital apps that aid in storyboarding. The important part of the activity is that they can use the planning to tell a story in order, identifying the scenes they want to capture/record on video.
- The focus of their story will be “A Day in My Life,” where they describe a real or imagined “typical day” in their lives and present that story to the group. Have them start by writing six (6) topics for the frames of the storyboard, such as: wake up, eat breakfast, brush teeth, that are part of their typical day. After identifying the six scenes they want to record, have them draw scenes in storyboard order that correspond to the six topics.
- As they work, discuss aspects such as viewing perspective, how to show action, and putting things in order. Once they’ve started drawing, they may find that they want to reorganize the scenes. If so, suggest renumbering or cutting and cellophane taping, if available. During the work time, circulate among the youth, pointing out examples of things you like that they’re doing. Have youth share their thinking and helpful suggestions as they work.
- Next, have them trade their storyboards with another youth or two, or have them share with the whole group. The idea of this activity is to have others try to decipher the storyboard that someone else created, provide feedback about confusion or suggestions on how to improve the storyboard.
- Time permitting, have students either act out their storyboards or record them.
- iPad version: have students use iMovie or Clips on their iPads to record their Day in My Life story. Remind them that they will need to record in storyboard order if they use a recording tool that does not permit moving clips. Using software that can reorganize clips reminds the youth that the storyboard helps plan the story and know the scenes to record, but it also helps when editing the video later.
Closing Activity: ~15 minutes
- Journal Prompt: Why is storyboarding necessary for creating a video?
Reference:
EduGAINS Canada Archive: http://www.edugains.ca/resourcesLiteracy/CE/7-12/SubjectSpecific/Arts/VisualArts_8/VA_G8L5-Storyboarding.pdf