Tell your Story through Images

Learning to Tell Stories Through Images

As a part of the Manaiakalani Online Toolkits, I recently had the opportunity to lead a toolkit focused on creating short films by telling a story through images. It was a journey that completely changed my perspective on filmmaking.

Before this, my understanding of filmmaking was primarily technical—I knew about camera shots and storyboarding, but I honestly found it all a bit dry. It felt like a necessary but unexciting part of the process.

However, after diving into the research for this toolkit, I’ve had a massive shift in thinking. I now understand why these technical elements are so crucial, and I'm genuinely excited about them.

Better Conversations

Practicing the habit of an inquiring mindset. "Why is this person talking/acting this way?" "What is underlying?" Knowing the background changes the way we act.

1. Empathy - having empathy towards ourselves. What is happening inside my brain? e.g. fear, judgement,... How am I feeling? I might need to clear my brain to be open to the other person. Put aside my own feelings. #itstartswithus

2. Cognitive Empathy - What does this person need right now?

3. Affective Empathy - How are they feeling?

These are some thoughts from Better Conversations by Jim Knight

Communication strategy

The most important thing is that I genuinely want to hear what they have to say.

Interviewing as Qualitative Research

A Guide for Researchers in Education and the Social Sciences

Author: Irving Seidman

A strategy from this book

Public voice - for others' consumption

Private Voice - what is really going on

I can listen carefully for the private voice. I can be curious as to what is underneath.

Instructional Coaching

Facilitative Coaching -  A sounding board. The teacher already knows what they need to do. Through the questioning process, the teacher recognises what to do and sets goals

Directive Coaching - An expert with an apprentice. The teacher does not know the practice. The coach needs to describe the practice and ensure that the teacher is doing the practice.

Dialogical Coaching -  Don’t give advice as an expert, but position the teacher as a partner. Honour the autonomy of the teacher. The coach does not push their own perspective, but is not silent either.

 

Identify a clear picture of the current reality, using evidence from the learner. The teacher, as the learner, indicates how close the reality was to the plan on a scale of 1- 10. The teacher then sets a PEERS goal: Powerful, Easy to achieve, Emotionally compelling, Reachable, Student-focused.

Model it as the coach. See it before we do it

Implement - Teacher does it

Modify (modify goal, strategy, etc)

https://www.instructionalcoaching.com/research/

Further Reading

https://www.amazon.com/Focus-Teaching-Using-High-Impact-Instruction/dp/1483344126