Digital Story Toolkit Lessons - digiclub.org · Digital Story Toolkit Lessons v. DST-SOS-FFF 07.07a Download the latest version of the Digital Story Toolkit at: Rudin Management

Digital Story Toolkit

Lessonsv. DST-SOS-FFF 07.07a

Download the latest version of the Digital Story Toolkit at: www.stories-of-service.org/freedom

Rudin Management

Company

A program of the In partnership with

Digital Story ToolkitLessons

Digital Story Toolkit

Lessonsv. DST-SOS-FFF 07.07a

If you are using this Digital Story Toolkit for the first time, please refer to Page 1 of the packet titled: Instructions To download the latest version of this Toolkit, or to learn more about this project, visit: www.stories-of-service.org/freedom

License Agreement – Please Read! By using this document, you agree to the following: The Digital Clubhouse Network (“DCN”) grants you an individual, non-exclusive license to use this document for the

purposes of producing an individual multimedia video project (“Digital Story”) for educational purposes. DCN retains allright, title and interest, including all copyright and intellectual property rights, in and to this document, all copies of thisdocument, and all information and images contained herein (“Content”) with the exception of such Content licensed to theDCN by the original copyright holders for use in this document (“Licensed Content”) or such Content that is considered tobe in the public domain. All rights not specifically granted in this license, including Federal and International Copyrights,are reserved by the DCN and/or the copyright holders of the Licensed Content, pursuant to agreements between the DCNand such copyright holders.

You many not use this document, nor the information, techniques, and methods described herein, for commercial or for-profit purposes, including (but not limited to) using such information to provide fee-based services, without the expresswritten consent of the DCN.

The content of this document is furnished for informational use only. It is subject to change without notice, and should notbe construed as a commitment by the DCN. DCN assumes no responsibility or liability for any errors or inaccuracies thatmay appear in this document.

For more information, please contact the Digital Clubhouse Network, or visit www.stories-of-service.org/legal

Freedom from Fear: Stories of Service – World War IIA Program of the Digital Clubhouse Network

55 Broad Street, LL | New York, NY 10004 | [email protected]

© 2007 Digital Clubhouse Network™ All rights reserved. All images from National Archives, DOD or DCN sources.

Digital Story ToolkitLessons

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Contents Orientation.............................................................................................................................................................1

Program Summary............................................................................................................................................2 Introduction to Digital Storytelling ................................................................................................................3 Project Requirements........................................................................................................................................6

Preparation ............................................................................................................................................................7 Building your team...........................................................................................................................................8 Creating a Project Plan ...................................................................................................................................12 Project Checkpoints ........................................................................................................................................13

Story Shaping ......................................................................................................................................................14 Story Shaping Overview ................................................................................................................................15 Introduction to Research................................................................................................................................16 World War II Overview .................................................................................................................................17 Interviewing your Storyteller ........................................................................................................................21 Capturing images............................................................................................................................................27 Capturing your Storyteller’s photos & memorabilia .................................................................................30 Defining a Concept .........................................................................................................................................32 Finding appropriate images ..........................................................................................................................34 Using copyright-cleared images ...................................................................................................................39 Writing your Script .........................................................................................................................................41 Building your Storyboard ..............................................................................................................................47

Production ...........................................................................................................................................................51 Production Overview .....................................................................................................................................52 Recording your Voiceover .............................................................................................................................53 Using Sound Effects and Music ....................................................................................................................55 Preparing your Visuals ..................................................................................................................................56 Introduction to Video Editing .......................................................................................................................57 Building your Voiceover Cut ........................................................................................................................60 Building your Rough Cut ..............................................................................................................................61 Building your Effects Cut ..............................................................................................................................62 Creating your Titles ........................................................................................................................................64 Completing your Final Cut............................................................................................................................65 Exporting your video .....................................................................................................................................66 Archiving your Project ...................................................................................................................................67

1Digital Story ToolkitLessons

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Orientation Information you must know before beginning your Digital Story.

Lessons Program Summary

Introduction to Digital Storytelling

Project Requirements


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Lesson Orientation

Program Summary This lesson summarizes the goals of the project: Freedom from Fear: Stories of Service - World War II

Program Goals

The goal of this project is to teach young people (like yourself!) to preserve the personal stories of men and women who experienced World War II.

You will help capture the story of a person in your community who served our nation (in the military or as a civilian) during this important moment of our history.

You will discover a new and exciting way to explore history, while learning useful skills. You may also be able to use this project to fulfill academic, extra-curricular or community service requirements.

Most importantly, you will honor the contributions of older generations and help preserve their legacy.

Why World War II?

World War II was the largest and most destructive war in human history. Millions lost their lives and millions more experienced unbelievable suffering and heartbreak as the world was thrown into chaos.

Yet in the end, evil was defeated. Democracy survived. Freedom prevailed. The world was still not a perfect place, of course, but it had been rescued from total darkness by the free nations of the world and our allies.

In this country, millions of Americansdid their part. Millions left their loved ones and went off to fight. Many of them never returned. Others stayed home and worked in factories producing equipment and supplies, collected scrap metal to support the war effort... whatever they could to serve our nation.

Most of us will never have to deal with the kinds of challenges faced by these men and women. But the example of these “ordinary” citizens who accomplished such extraordinary things can inspire us to face adversity in our world today – and in our everyday lives.

The men and women of the World War II generation helped save the world and built a great legacy of service to our nation.

Now, you can contribute to that legacy by helping preserve their stories – before they are lost forever!


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Lesson Orientation

Introduction to Digital Storytelling This lesson will introduce you to key Digital Storytelling concepts and to our Digital Storytelling process.

What is a Digital Story? A Digital Story is a video produced on a computer that consists of a narrative illustrated with images, music, sound effects, and other audio or visuals.

Your Stories of Service video must meet some additional requirements. It must:

be a true story

be told by a Storyteller who experienced World War II

capture a “defining moment” (life-changing event) in the Storyteller’s life

share the memories, thoughts and emotions of the Storyteller

See the next lesson:: Project Requirements for more details.

How do Digital Stories benefit the community? The Digital Story you produce will benefit your community by:

Recognizing the contributions of older generations - You will help honor an “unsung hero” by sharing how he or she served our nation

Preserving our history - The personal stories you will help capture are valuable pieces of our national heritage. Without your efforts, they would be lost forever.

Bringing together people of all ages and backgrounds - You will work closely with a member of an older generation to produce your Digital Story. You should also share your Digital Story with as many people in your community as possible, so that others can experience and learn from your work

Educating and inspiring others - Your Digital Story will teach valuable lessons about courage, citizenship and service to others – not just to people living today, but to future generations!

If you have not yet seen a Digital Story, watch at least one of the Sample Videos in the Online Resources (available online at www.stories-of-service.org/freedom) After this lesson, you will study these stories in more detail, using the Studying a Digital Story worksheet.

Orientation Introduction to Digital Storytelling


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The Digital Storytelling team

Creating a Digital Story is a team effort!

You are the Producer for this Digital Story project. You will work with a Storyteller from your community to tell his or her story. You should also recruit Advisors to help you successfully complete your project.

The lesson: Building your Team will provide you with more information on how to find and recruit your Storyteller and Advisors.

How do you create a great Digital Story? A great Digital Story, like a great building, starts with a strong foundation. The foundation for your Digital Story will be a strong Script that includes the following:

Main character - Who the story is about (the Storyteller, or in some cases, a loved one or a close friend).

Context/situation - The overall event or issue addressed by the Digital Story. (The context of your Digital Story will be your Storyteller’s experiences during World War II.)

Defining Moment - A specific event that had a lasting impact on the main Character’s life.

Impact/afterwards- The main Character’s life after his/her experiences (especially how it changed as a result of these experiences).

Message or Reflection - A final thought that the Storyteller wants to pass on to others.

Illustrating a Digital Story Once you have a strong Script for your story, you will use audio and visuals to bring it to life on screen:

Audio Voiceover - recording of the Storyteller reading the Script

Sound effects - booms, bangs, etc.

Music - your story’s “soundtrack”

Visuals Images - personal photos, photos from other sources, maps, documents

Titles - on-screen text

Visual effects - zooms, pans, special effects

Video - full-motion video clips

Audio and visuals help bring the Storyteller’s words to life: For example, music conveys the Storyteller’s emotions; images help us imagine places or things described in the story.

Advisors - History - Writing - Computer - Video Editing

Storyteller

Producer (You!)

REMEMBER: Flashy images and effects can’t turn a weak Script into a good Digital Story!

Orientation Introduction to Digital Storytelling


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The Digital Storytelling Process You will complete these steps to create your Digital Story:

Story Shaping

Research Interview your Storyteller to discover his or her story; conduct background research; capture your Storyteller’s photos and memorabilia

Concept Select the defining moment (life-changing or most memorable event) that will be the focus of your Digital Story; start finding images from other sources.

Script Write a short narrative that will be read by your Storyteller. This Script is the foundation of your Digital Story.

Storyboard Plan how you will illustrate your Script with images, and other visuals and audio. The Storyboard is a plan for producing your Digital Story.

Production

Audio Record the Voiceover (the Storyteller reading the Script) and plan sound effects and music.

Visuals Review, organize and edit your images and other visual files.

Video Editing Use video editing software to assemble your Digital Story.

Presentation Prepare your Digital Story to be shown to the public, and archive it for future reference.

The lessons and instructions in this Digital Story Toolkit will guide you through each of these steps. At the end of this process, you will have successfully completed a Digital Story!

You can send the interview to the Library of Congress’ Veterans History Project!


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Lesson Orientation

Project Requirements This lesson describes the minimum standards your Digital Story must meet to be eligible for presentation at our website and other recognition opportunities.

You will have the opportunity to present your completed Digital Story on our website and at special screenings. You will also be eligible for recognition and awards based on your work. See www.stories-of-service.org/freedom to learn more.

To be eligible for these opportunities, your work must meet the following requirements:

Content Relevant - You must capture the true story of someone who contributed to our nation’s effort in World War II (in the military or as a civilian)

Personal - The Storyteller must share his or her own experiences, or memories of a loved one or close comrade (see Tommy’s Story in the Sample Digital Stories in the Website Resourcesfor an example). The Digital Story must be recorded in the Storyteller’s own voice.

Appropriate - Your project should be appropriate for a middle-school audience (“rated PG”). If should not contain any gratuitous violence, profanity or other inappropriate descriptions or images. We do not want to make war seem less horrible than it truly is, or to censor individuals’ feelings about their experiences. However, you should be able to present this information without using graphic language or images. The lessons: Writing your Script and Finding and using images from other sources provide details and guidelines.

Quality Audio - We must be able to clearly hear your audio, especially your Storyteller’s voice.

Visuals - Each image must be clearly visible.

Length - The video’s total length must be at least three minutes and no more than eight minutes. Your opening title and end credits must be no more than 15 seconds each.

Production - Do not submit work that is incomplete or that contains errors!

The Lessons in this booklet will provide detailed instructions on how to make sure you meet these quality requirements.

Completeness Format: You must send in your video in the proper format (CD, DVD, mini-DV tape). See the lesson: Outputting your Video.

Documentation: When you submit your story, you must include all required forms and files. See the Submission Form worksheet.

RECOMMENDED: Copyright-cleared You should have permission to use images, music, etc. you use to illustrate your video.

This is not required to submit your video, but it is recommended if you want it to be eligible for presentation on TV, at museums, and other special opportunities. The lesson: Using Copyright-cleared Images will provide details.

In the Instructions, this icon will indicate required documents or assignments:

Required!


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Preparation Getting ready to create your Digital Story

Lessons Building your Team

Creating a Project Plan

Project Checkpoints


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Lesson Preparation

Building your team This lesson describes the members of your Digital Storytelling team and outlines each team member’s responsibilities. It also teaches you how to recruit a Storyteller and how to recruit Advisors

The Digital Storytelling team

Storyteller The Storyteller tells the story (of course!) In most cases, the Storyteller is also the main Character. In some cases, the Storyteller may wish to share their memories about a family member or a close comrade.

The Storyteller’s responsibilities are to:

Provide the memories and information for the Digital Story

Provide personal photos and memorabilia to help illustrate the story

Review and approve drafts of the Script and versions of the video

If you do not have a Storyteller, see the Recruiting a Storyteller section of this lesson.

Producer This is you! Your responsibilities are to:

Create a Digital Story about the Storyteller’s experiences

Make sure that the Digital Story meets the Project Requirements

Make sure that the Storyteller is happy with the Digital Story!

Advisors Whether you are part of a class or workshop, or you are working alone, we recommend that you recruit the following Advisors:

History – Helps you study background information, checks facts in your Script, makes sure you use appropriate images

Writing – Helps you write and edit your Script

Computer – Provides support with hardware and software

Video Editing – Helps you use video editing software.

To find people to fill these roles, refer to the Recruiting your Advisors section of this lesson.

Advisors - History - Writing - Computer - Video Editing

Storyteller

Producer (You!)

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Storyteller, Producer & Advisor

Preparation Building your Team


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Detailed Roles and Responsibilities The following table outlines each team member’s contributions during each step of the Digital Storytelling process:

Storyteller Producer Advisors

Research - Complete the Storyteller

Questionnaire - Answer Interview Questions

to provide information about his/her story

- Provide personal photos & memorabilia

- Conduct background research

- Prepare Interview Questions - Conduct the interview - Capture Storyteller’s

photos & memorabilia

History - Assist with background

research - Help prepare Interview

Questions - Help conduct the

interview

Concept - Identify a “defining

moment” - Approve Concept Statement

- Identify a “defining moment”

- Develop Concept Statement and Concept Plan

Writing - Help develop Concept

Statement and Concept Plan

- Participate in writing script

- Approve Rough Script and Final Script

- Write and edit script.

Writing - Help write/edit Script History - Fact-check Script

Script

NOTE – If the Storyteller wants to write the Script personally, then the Producer and Advisors should help make sure the Script meets the Project Requirements.

Storyboard - Help suggest images for

Storyboard - Build Storyboard History

- Make sure images are historically accurate

Video Editing - Help build Storyboard

Audio - Read Script for Voiceover

recording - Record Voiceover - Plan music/sound effects

Video Editing - Assist with planning

music/sound effects

Visuals - Provide additional photos

(if available) - Evaluate, edit and

organize image files Video Editing - Assist with evaluating,

editing and organizing image files

Video Editing - Review and approve

versions of the video (Rough Cut, Final Cut)

- Build Digital Story on computer using Video Editing software

Video Editing - Assist with video editing History - Make sure images are

historically accurate

Presentation - Output video

- Organize and archive files and documents

Computer Advisor provides tech support as needed



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Recruiting a Storyteller 1. Review the Storyteller requirements

For this project, you must find a Storyteller who personally experienced World War II. This person may have served as a member of the military, government agency or other organization.

He or she may also contributed at work or in the home (“on the Homefront”).

Your Storyteller may also share their memories of a loved one or a close comrade (he or she must have known this individual personally - see Tommy’s Story in the Sample Digital Stories at the Project Website for an example.).

2. Make sure you can explain the project

Review the Project Summary lesson

Review the Information for Storytellers worksheet.

Review the Storyteller’s role (as described in this lesson)

3. Prepare your recruiting materials Print out the worksheets: Information for Storytellers, Storyteller Agreement (2 copies) and Storyteller Questionnaire for your Storyteller.

4. Contact people who might be able to help you find a Storyteller

Ask family members if they know anyone who would be a good Storyteller. Have your friends do the same.

Ask a teacher (especially history teachers). Try other schools in your area.

Contact a local veterans group, or a veterans’ (VA) hospital.

Contact a local senior center or nursing home. Ask for the activities director.

5. Explain the project to the potential Storyteller

Set a time and place to meet. Try to arrange a meeting place where you can show him/her Smple Digital Stories from our website (you can view them on the Internet or by downloading them to a laptop)

Provide the potential Storyteller with the recruiting materials. If the Storyteller uses the Internet, send his/her to the Project Website.

6. Sign up the Storyteller

Make sure that the Storyteller meets the requirements, understands the project, and is willing to participate.

Have the Storyteller complete the Storyteller Agreement

Have the Storyteller complete the Storyteller Questionnaire worksheet

Add the Storyteller’s information to your Team Information worksheet



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Recruiting your Advisors Unless you are an expert writer, historian, video editor and computer technician (and you might be!) you should recruit some help for your project:

1. Review Advisor roles The following “job descriptions” will help you identify areas where you might need help:

History Advisor - helps make sure that your project is historically accurate by:

helping you prepare Interview Questions

helping you conduct the Interview

reviewing your Script for errors (especially dates, place names, etc.)

reviewing your visuals (especially photos) to make sure that they are appropriate

Skills required:

knowledge of World War II

research skills

Writing Advisor - helps you write a short script for your Digital Story by:

helping develop your Concept helping write and edit the Script

Skills required:

strong writing skills

editing skills

Video Editing Advisor - helps you build your Digital Story using video editing software.

Skills required:

Video editing experience

Knowledge of the video editing software you are using

Computer Advisor - provides general computer support, including

assistance downloading & installing software

assistance using scanners, CD/DVD burners and other peripherals

Skills required:

basic software & hardware installation and troubleshooting

basic workplace computing skills (e.g. word processing, spreadsheets, etc.)

2. Find potential Advisors You should be able to find volunteers to fill these roles in your family, at your school, or in your community.

3. Explain the project to potential Advisors

Show potential Advisors the Project Summary lesson

Show potential Advisors Sample Digital Stories (at our website)

Go over the Advisor roles and responsibilities (as described in this lesson)

4. Confirm your Advisors

Make sure that each Advisor understands the project, is willing to help you, and has time to participate (based on your Project Plan)

Add each Advisor’s information to the Team Information worksheet.

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A Producer and Video Editing Advisor working together on a Digital Story


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Lesson Preparation

Creating a Project Plan This lesson will show you how to create a Project Plan for your Digital Story.

What is a Project Plan? Whether you are working in class, as part of a group, or on your own, you should create a Project Plan for your Digital Story.

This Project Plan will help you set due dates, schedule work sessions with your project team, and keep track of your progress

How do I create a Project Plan? 1. Check your personal calendar for school,

family and other activities over the next few weeks.

2. If you are using computer or video equipment that does not belong to you, check to see when it is available

3. Based on #1, #2 and the estimated hours (see the table on the right) set due dates for each step

4. Write these due dates in the Project Plan worksheet.

NOTE: If you need more time for any part of this project, don’t worry. Just make adjustments to your Project Plan. Also, feel free to take extra time to make your Digital Story as good as it can be!

How long will the project take? The following are estimates of the actual amount of work, in hours, for each step of the Digital Storytelling process.

Story Shaping Estimated

Hours

Research Depends on your knowledge of WW II

3.5 – 7.5

Concept 1.0 – 2.0

Script Depends on your writing experience and the feedback you receive from the Storyteller and other readers Will usually require more than one work session

3.5 – 6.0

Storyboard Depends on the length of your Script, and how long it takes to find images Will usually require more than one work session

4.0 – 7.0

Production

Audio 2.0 – 2.5

Visuals 0.5 – 2.5

Video Editing Depends on your video editing experience, quality of the Voiceover, length of your story, # of effects Will usually require more than one work session

4.5 – 8.0

Presentation 1.0

Total Estimated Hours 20.0 – 36.5

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Lesson Preparation

Project Checkpoints This lesson will show you how to use Project Checkpoints to keep track of your progress.

In the Instructions, each step in the Digital Storytelling process ends with a Project Checkpoint:

These Project Checkpoints will help you make sure that you have completed all the requirements for each step. In addition, they will help you keep track of your progress based on your Project Plan.

Each Project Checkpoint includes a number of checkpoint tasks, including:

Confirm that you have completed the following…

A checklist of the tasks and documents that you should have completed.

Save your Script (or Storyboard, Rough Cut, etc.) in the Project Folders, under…

A reminder to make sure that your computer files (Scripts, images, etc.) are saved in the correct Project Folder

Place copies of completed worksheets in your Project Binder

A reminder to keep printouts of key documents in your Project Binder (where they will be available for easy access)

Check your progress, based on your Project Plan. Make adjustments if necessary.

Review your Project Plan. If you are falling behind schedule, you should adjust your due dates or spend extra time catching up (or working ahead!)

Project Checkpoint – Concepta) Confirm that you have completed the following:

Created a Concept StatementCreated a Concept PlanStudied the lesson: Finding Images from Other Sources, and that you understand…

…what is an appropriate image, and why this is important?…what is a good quality image, and why this is important?…what is a copyright-cleared image, and why this is important?

b) Place copies of completed worksheets in your Project Binderc) Check your progress, based on your Project Plan. Make adjustments if necessary

Project Checkpoint – Concepta) Confirm that you have completed the following:

Created a Concept StatementCreated a Concept PlanStudied the lesson: Finding Images from Other Sources, and that you understand…

…what is an appropriate image, and why this is important?…what is a good quality image, and why this is important?…what is a copyright-cleared image, and why this is important?

b) Place copies of completed worksheets in your Project Binderc) Check your progress, based on your Project Plan. Make adjustments if necessary

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Story Shaping Writing a Script for your Digital Story and preparing it for Production

Lessons

Story Shaping Overview

Research

Introduction to Research

World War II Overview

Introduction to FDR and the Four Freedoms

Interviewing your Storyteller

Capturing images

Capturing your Storyteller’s photos and memorabilia

Concept

Defining the Concept

Finding and using images from other sources

Script

Writing the Script

Storyboard

Building the Storyboard


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Lesson Story Shaping

Story Shaping Overview This lesson will help you understand the goals of Story Shaping.

Story Shaping goals During Story Shaping, you will conduct Research (including an interview with your Storyteller) that will help you define a Concept. You will develop this Concept into a short Script for your Digital Story.

You will also gather images (from your Storyteller and other sources) to illustrate this Script.

You will then create a Storyboard – a plan that you will follow during the Production part of the Digital Storytelling process.

Preparing yourself for Story Shaping Before starting, you should review one or more Sample Scripts included with the Worksheets in the Digital Story Toolkit. Pay attention to how each Script focuses on

a specific defining moment – a specific, memorable event or incident from the Storyteller’s service. In many cases, this defining moment shaped the Storyteller’s life or how he or she viewed the world.

Your Script should focus on a similar defining moment. It should not be a history report or a list of your Storyteller’s experiences.

Keep this in mind as you conduct Research, Interview the Storyteller, identify a Concept and write your Script.


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Lesson Story Shaping Research

Introduction to Research This lesson provides an overview of the Research section of the Digital Storytelling process.

During Research, you will discover information about your Storyteller’s experiences.

You will use this information to select a Concept for your Digital Story, and to work with your Storyteller to write a narrative Script about his or her experiences.

You will:

1. Learn/review basic information about World War II This will prepare you to discuss the war with your Storyteller – and will show that you take his/her experiences seriously.

2. Study background information about your Storyteller’s experiences You will use the Storyteller’s responses to the Storyteller Questionnaire to identify events, places, organizations and other details from his or her experiences. This information will help you prepare to Interview with your Storyteller.

3. Interview your Storyteller Using the information you have uncovered in #1 – 3, you will prepare for and conduct an interview with your Storyteller.

We recommend that you make a video or audio recording of this interview.

You can submit this interview to the Library of Congress’ Veterans History Project, where it will become part of our nation’s permanent historical record!

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World War II Overview This lesson will help you review basic facts and information about World War II, so that you will be prepared to discuss this era with your Storyteller.

Origins of the War – World War I At the end of World War I, the victorious Allies forced the defeated Central Powers to sign the Treaty of Versailles.

Germany was blamed for the war, and forced to pay heavy penalties by France and Great Britain. Italy and Japan had supported the Allies, but felt they had not been fairly rewarded. The United States turned away from foreign affairs and focused on its own prosperity.

The world was at “peace” but there was resentment and unease in many countries.

The rise of Militarism During the 1920s and 1930s, several dictators and military leaders took advantage of this resentment to seize control of their countries.

Benito Mussolini’s fascist government came to power in Italy. Japan, controlled by its military, invaded China. In Germany, Adolf Hitler’s National Socialist (“Nazi”) party promised to return Germany to its position as a world power and blamed its defeat in World War I on the Jewish people.

The Great Depression The world situation grew worse in October, 1929, when the U.S. stock market crashed, starting a global economic crisis.

In the U.S. nearly a quarter of the workforce was unemployed. In 1933, President Franklin D. Roosevelt began a series of economic programs called the “New Deal” which put thousands to work and gave hope to millions. However, recovery remained slow.

Overseas, the militaristic nations continued their aggression. Italy invaded Ethiopia, Japan expanded its war in China, and Germany took control of Czechoslovakia and Austria.

Other nations had their own problems, and were fearful of another major war. They adopted a policy of “appeasement” and did nothing to stand in the way of this aggression.

1939 - The war begins Finally, on September 30, 1939, Germany invaded Poland. France and Britain immediately declared war on Germany. The Soviet Union (formerly Russia) invaded Poland from the east, as part of a secret treaty with Germany. The U.S. condemned the war, but did not interfere. The year ended with the world waiting for Hitler’s next move.

Major Powers in WWI (1914-1918)

Allies Central Powers France Great Britain Russia United States

Germany Austria-Hungary Ottoman Empire (Turkey)

Timeline of America’s Wars

Revolutionary War

War of 1812

Mexican War Civil War

Spanish-American

War

World War I

World War II Korea Vietnam Gulf War Iraq/

Afghanistan

1775-83 1812-15 1846-48 1861-65 1898 1914-18 1939-45 1950-53 1960-75 1990-91 2003 - Present

This is a brief review of the key events of the war from a U.S. point of view. For more information, refer to the online History Resources

Story Shaping Research World War II Overview


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1940 – Germany triumphs During the first half of 1940, Germany invaded and conquered Denmark, Norway, Belgium, Luxembourg, Netherlands, and France.

Germany then launched an air campaign against Great Britain. The British endured nightly bombings, but refused to surrender.

The United States began calling young men into military service. President Roosevelt declared that the U.S. would be the “Arsenal of Democracy,” providing Britain with equip-ment and supplies. However, most of the country was determined to stay out of the war.

1941 – The war becomes global The British began a desert campaign against German and Italian forces in North Africa.

In June, Germany attacked the Soviet Union, breaking its treaty and starting a brutal struggle on the largest battlefield in history.

Relations between the U.S. and Japan grew worse, as Japan saw the U.S. as a threat to its plans for expansion in Asia and the Pacific.

On December 7, 1941, the Japanese launched a surprise attack on the U.S. base at Pearl Harbor, Hawaii, as well as U.S. and British targets throughout the Pacific. The U.S. declared war the next day.

1942 – Turning points As 1942 began, the Allies were losing the war – badly. The Germans moved forward in Africa and the Soviet Union. German submarines sank Allied ships throughout the Atlantic. Japan won battle after battle as it advanced through Southeast Asia and the Pacific.

But slowly, the Allies fought back. In the Pacific, the U.S. Navy defeated Japan at the Battle of Midway. U.S. Marines invaded the key island of Guadalcanal. In North Africa, the British defeated the Germans at El Alamein, and were soon joined by U.S. troops.

Major Powers in WW II

Allies Axis United States Great Britain Soviet Union

Germany Italy Japan

- Theaters of World War II - In discussing WWII, the world is often divided into Theaters, or areas of conflict. European Theater – Western and Eastern Europe, the Atlantic Ocean, North Africa and the Mediterranean. The main opponents of the U.S. were Germany and Italy. Pacific Theater – The Pacific Ocean (and Islands), Japan, Southeast Asia, China, India, Burma, and the South Pacific. The main U.S. opponent was Japan. Homefront – The United States. Used to describe the civilian war effort in support of the troops.

- Women and the War - During the war, thousands of American women left the ome for the first time to take the place of men in actories and offices across the country. These “Rosie he Riveters” and their clerical counterparts were a vital part of the U.S.’s war effort. Many others enlisted in themilitary and served in important support roles. After the war, most gave up their jobs so that returning men could get back to work. However, through their efforts, they not only helped win the war, but paved the way for today’s female executives – and generals.



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Courageous people in conquered countries – from France to the Philippines - struck back against harsh German and Japanese occupation policies.

American industry churned out bullets, bombers and everything in between – as well as the ships that carried it all across the sea. The tide was beginning to turn.

1943 – The Allies strike back In February, Soviet forces destroyed an entire German army at Stalingrad. Three months later, the last German and Italian troops in North Africa surrendered.

The Allies captured the island of Sicily and invaded Italy. The Italian government surrendered, but German forces seized control and kept fighting.

The war in the air expanded as the U.S. and British began a heavy bombing campaign against German cities.

In the Far East, U.S. troops and airmen fought in Burma and India to keep supplies flowing to China. U.S. forces began their long “island-hopping” advance across the Pacific towards Japan, invading Attu, New Guinea, the Solomon Islands, Makin and Tarawa.

1944 – The Allied advance continues The year opened with the Germans slowly giving ground to the Soviets in Eastern Europe and to the Americans in Italy.

In the Pacific, U.S. troops continued their advance, capturing Kwajalein, Saipan, and Guam , and returning to the Philippines. U.S. bombers began a long-range bombing campaign against Japanese cities. The U.S. Navy won battles in the Mariana Islands and Leyte Gulf, despite the introduction of Japanese kamikaze suicide planes.

In Europe, on June 6 (D-Day), U.S., British and Canadian forces invaded German-occupied France. Allied forces liberated France, Luxembourg, Belgian and the Netherlands.

- Minorities in Uniform - During World War II, the U.S. Military was largely segregated. Yet despite being treated as second class citizens at home, African-Americans, Asian-Americans, Latino-Americans and Native Americans all served proudly and with great distinction. In fact, members of a Japanese-Americanunit received more medals than any unit in U.S. military history – even though their families were locked up in internment camps back in the U.S.

- Service Branches - Men and women in the U.S. military during World War Iserved in one of the following Service Branches: Army – Infantrymen (men with rifles), tanks, engineers and various other support units. All of the fighting on land in the European Theater was done by the Army. Navy – U.S. warships served in oceans around the world, and supported Army and Marine landings on enemy beaches. In WWII, the Navy included aviation (planes on aircraft carriers) and submarines. Marines – During WWII, the Marines did much (not all) of the land fighting in the Pacific islands. Their primary job was to take control of enemy beaches. Air Corps/Air Force – During WWII, the Air Corps waspart of the Army, and was responsible for supporting the Army from the air and for bombing enemy cities. Coast Guard – Defended our shores, but also helped support many landings on enemy beaches Merchant Marines – Transported supplies and equipment across the sea in ships. Many were lost to enemy submarines.



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By December, Allied leaders were sure the war would be over in a matter of weeks – and were stunned by a huge German attack in the west. This “Battle of the Bulge” became the largest battle ever fought by the U.S. Army.

1945 – Victory After hard fighting, the Allies succeeded in pushing the Germans back in western Europe.

In the Pacific, U.S. forces captured the islands of Iwo Jima (site of the famous “flag raising” photo) and Okinawa. Although Japan had no hope of winning, its leaders remained determined to keep fighting.

President Roosevelt died on April 12, and was succeeded by Vice President Harry Truman - who was immediately told of a powerful new U.S. weapon– the atomic bomb.

As U.S. and British armies entered Germany from the west and the Soviets invaded from the east, Adolf Hitler committed suicide On May 8, V-E (Victory in Europe) Day, Germany surrendered to the Allies.

The U.S. prepared to invade Japan. Hoping to save American lives, President Truman ordered atomic bombs dropped on the Japanese cities of Hiroshima and Nagasaki.

Shocked by the destruction, the Japanese finally agreed to surrender. The war ended on August 15; V-J (Victory over Japan) Day.

The legacy of the war With the war over, the victorious Allies, led by the United States, turned to the immense task of rebuilding. Germany and Japan remained occupied by Allied forces, but they too were helped to rebuild and recover.

Hoping to avoid future global conflicts, the nations of the world came together to establish the United Nations. Yet it soon became clear that the post-war world would be a world divided into two sides: the capitalist democracies led by the United States, and the communist nations led by the Soviet Union.

- The Holocaust - When the Nazis came to power in the early 1930s, theybegan a campaign of harassing and persecuting the Jews, whom they blamed for Germany’s defeat in World War I. By 1942, this persecution had become a program of total extermination that used gas chambers to kill large numbers of Jews and large ovens to burn the bodies. In all, over 6 million Jews and as many as 5 million other “undesirables” were murdered. In 1945, the discovery of these horrific crimes against humanity brought home to all Americans why the struggle against Nazi Germany had been so important.

These two superpowers would face each other in a tense Cold War for nearly 50 years.

World War II was a defining moment, not only for the world and our nation, but also for the millions of men and women who had answeredthe call to service.

Although they did not create a perfect world, they planted the seeds of what the world should be – a world in which every individual enjoys freedom from fear, freedom from want, freedom of speech and freedom of worship.


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Interviewing your Storyteller This lesson will teach you how to prepare for and conduct an Interview with someone who served in World War II.

What is the purpose of the interview? You will conduct an Interview with your Storyteller to obtain information about his or her service in World War II. This Interview will help you uncover the information you will need to choose a Concept and to write a Script for your Digital Story.

We recommend that you make a video or audio recording of this interview, so that you can submit it to the Library of Congress’ Veterans History Project.

What information are you seeking in this interview? During the interview, you should learn:

1. information about the Storyteller (or main Character) including his or her childhood and youth

2. when, how, and why he/she joined the war effort

3. details about his/her service (building on what you learned from the Storyteller Questionnaire)

4. his/her actions, thoughts and emotions

5. a “defining moment” that had a life-changing impact on your Storyteller (this will be the focus of your Digital Story)

6. your Storyteller’s thoughts and reflections about his/her experiences

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A Producer interviews a Storyteller (note the video camera on the right)

Story Shaping Research Interviewing your Storyteller


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The interview process To complete your interview, you must:

Study interview techniques - Even if you have conducted interviews before, you should learn special techniques and tips for inter-viewing World War II veterans and others who served. See the section of this lesson titled: Study Interview Techniques

Prepare the Interview Questions - Edit the provided questions so that they are relevant to your Storyteller’s experiences.

Prepare for the Interview session – Make sure that both you and your Storyteller are ready when you meet for the interview

Conduct the interview - Follow the steps in this Interview Checklist to set up and conduct the interview.

Capture your Storyteller’s photos and memorabilia - See the lessons, Capturing Images and Capturing your Storyteller’s Photos and Memorabilia for detailed instructions.

Submit the interview to the Veterans History Project - Send a copy of the video or audio recording of the Interview to the Library of Congress.

See the following pages for detailed guidelines and instructions.

Using an existing interview In some cases, your Storyteller may already have been interviewed by you or someone else in the community. If you have access to a copy of the interview, you can use this as a source of information for your Digital Story.

1. Read over the section of this lesson titled, Study Interview Techniques. These techniques will help you review the existing interview to come up with the information you will need for your Digital Story.

2. Review the existing interview to make sure that it contains the information that you need to write a Digital Story (compare it to the Interview Questions). You may decide that it would be best to conduct your own interview.

3. Follow up with your Storyteller to ask additional questions and to discuss what defining moment you will use for your Digital Story (refer to section of this lesson: the Identifying the Defining Moment).

Studying the Pros

These interviewers are experts at helping their subjects (their “Storytellers”) share personal experiences.

Bob Costas Katie Couric Roy Firestone

Larry King Charlie Rose Barbara Walters

Watch these interviewers in action. Pay attention to: How well prepared they are for each interview The kind of follow-up questions they ask How they get their subjects to share thoughts and feelings Famed WWII combat correspondent Ernie Pyle

interviews an American G.I. on the island of Okinawa



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Study Interview techniques

When interviewing men and women who experienced World War II, you should focus on:

Making your Storyteller feel comfortable

Actively listening to your Storyteller

Identifying a Defining Moment

Making your Storyteller feel comfortable

Your Storyteller will be revisiting memories from long ago – memories about war, struggle and in some cases, loss. These memories will often bring up a great deal of emotion.

You may need to reassure your Storyteller about discussing some parts of his/her experiences. To make your Storyteller feel more comfortable, focus on the following:

Be prepared - Many seniors believe that young people today don’t know – or care – about the past. You have the opportunity to prove them wrong! Your Storyteller will be impressed with your effort, and will be more eager to share his/her personal experiences.

Show respect - Thank your Storyteller for his or her service to our nation. Tell him/her you are honored to be working together. Reinforce your words through your actions: be on time; dress appropriately when you meet, etc.

Be friendly and compassionate - Greet your Storyteller with a smile. When you meet or depart, make a connection through a handshake, or a pat on the shoulder. Some seniors are seldom touched in a caring way, especially those in the hospital. Your expression of compassion will help build a relationship between you and your Storyteller.

Be patient - Your Storyteller may have trouble remembering events, dates, or names of places and people. It may take a moment for your Storyteller to recall this information. Or, he or she may simply have forgotten (these events took place over 60 years ago!). If so, make a note – your Storyteller may remember later, or you may be able to find this information from another source.

If you are working with a combat veteran, or someone who lost a loved one, you must be extra patient. This may be the first time your Storyteller has talked about these experiences. You must decide whether to encourage your Storyteller by asking questions or whether to simply wait quietly.

Be flexible - Meet your Storyteller’s needs when it comes to meeting time, locations and length of visits. Some Storytellers, especially those in the hospital, have difficulty talking for a long time. You may need to schedule a series of short meetings, rather than one long one. Your Storyteller may not be able to drive at night, or may rely on others for transportation. You should plan accordingly. You Storyteller will appreciate these efforts!

Actively listen - Your Storyteller will share more information if you show that you are truly listening to what he or she has to say.

See the next page for more on active listening.



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Actively listening to your Storyteller

One of the keys to a successful interview is to actively listen. This will also help you identify a good defining moment for your Digital Story.

To be an active listener:

Listen - This may seem obvious, but sometimes people forget! Concentrate on what the Storyteller is saying, so you can ask good follow-up questions.

Don’t talk too much - Ask questions and engage the Storyteller in a conversation. However, don’t go on and on about your thoughts, opinions, personal problems, etc…

Don’t interrupt - A pause, even a long one, doesn’t mean the Storyteller has finished his/her thought. Wait patiently before going on. Also, don’t finish sentences for the Storyteller.

Don’ t judge - Each person thinks and feels in his/her own unique way. For instance, a Storyteller may become very emotional about seemingly little things. A different Storyteller may speak very casually about intense situations. You can ask, “You seem to be very emotional (or not) about this situation. Can you tell us why?” …but don’t use a tone that shows disapproval.

Also, some Storytellers may express certain beliefs that are no longer considered appropriate. If this happens, gently steer the conversation in another direction.

Be sensitive to emotions - During your conversation, the Storyteller may become overwhelmed by memories. Or, you may notice that your Storyteller seems to be avoiding discussing his or her feelings.

Give your Storyteller a moment to collect him/herself. Often, a Storyteller just needs to know that it is “safe”; that you are willing to hear these feelings, and that you will listen respectfully. Say something like: “I know this may be difficult, but I think it is important for people to know about this situation and how it made you feel. Can you share it with us?”

However, don’t push too hard – even after many years, the Storyteller may not be ready to re-live some experiences. If your Storyteller is clearly too uncomfortable, move on.

Clarify and summarize - If you don’t understand something, clear it up by asking a relevant question. From time to time, summarize the main points of what the Storyteller has said and ask him/her to confirm that you have understood correctly.

Take brief notes - You should make a video or audio recording of the interview. This will provide you with a record of your meeting that you can refer to later. It will also let you focus on talking to the Storyteller, instead of writing down everything he or she says.

However, you should write down key events, dates and names of people and places, in case you need to confirm certain facts or how to spell something. You should also note information that may help you identify a defining moment for your Digital Story (see below)

I remind myself every morning: Nothing I say this day will teach me anything. So if I'm going to learn, I must do it by listening.

Larry King



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Identifying a defining moment

Your goal for this project is to create an interesting, unique Digital Story - not a report on historical events or a summary of your Storyteller’s experiences (“This happened, and then this happened, and then I went here…”).

To achieve this goal, you must identify a defining moment – a specific event or incident that made a lasting impression on the Storyteller (or even changed his or her life).

Option 1: Ask your Storyteller The easiest way to identify a defining moment is to ask the Storyteller! He or she may have already written down a strong defining moment in the Storyteller Questionnaire. During the interview, you should to ask follow-up questions about this event or incident.

If your Storyteller has not identified a strong defining moment, ask the question: “If you only had five minutes to share one of your memories, what would it be?”

Option 2: Help your Storyteller identify a defining moment In some cases, your Storyteller may have trouble identifying a single defining moment. He or she may have trouble selecting just one memory. Or perhaps your Storyteller feels that his or her service was uneventful.

If this is the case, try the following:

Listen for clues - during the Interview and your other conversations with the Storyteller, listen for:

A repeated memory - Your Storyteller may refer to one situation or event over and over again. Ask follow-up questions to learn more: When and where did it take place? Why were you in that situation? What happened (in detail)? How did you feel during and after this event?

A repeated word - The Storyteller may unknowingly repeat one word a number of times, such as “fear” or “duty”. Ask follow-up questions that tie this word to particular events or details. (EXAMPLE: “You mentioned the word, ‘duty’ a lot. During the Battle of the Bulge, did you feel that it was your duty to...?” and so on.)

An emotional situation - You will know when your Storyteller is emotionally involved in his/her memories. This may happen when discussing a particular event, a friend lost in battle, an encounter with a civilian... See the previous page for tips on being sensitive to emotions.

Narrow down your choices – Your Storyteller may be having trouble selecting just one memory. Or perhaps he or she experienced a defining moment that was actually a series of events that took place over time.

You should be able to narrow things down to no more than two or three choices. Then, try to identify the most significant of these memories. Focus on this memory, and use the others to help set the stage.

Focus on a challenge – Ask your Storyteller, “What was the most dangerous or difficult aspect of your job? How did you deal with this challenge?”

Focus on a turning point – Ask your Storyteller what he or she remembers about Pearl Harbor, D-Day, V-J Day or any of the major events of the war.

Every Storyteller has a memory that will make their story interesting and unique. You may have to look a little harder in some cases, but you will find it!!



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Prepare your Interview Questions Once you have reviewed the above techniques, you must prepare your Interview Questions . We have provided you with a basic list of questions. You must edit them so that they are relevant to your Storyteller’s experiences.

1. Read through all of the Interview Questions

2. Follow the Producer Instructions (in the Interview Questions) to update the questions for your Storyteller. Refer to your Storyteller Questionnaire Review.

3. Explore the Interview Resources in the Website Resources. If you find additional questions that fit your Storyteller’s experiences, add them to your Interview Questions

4. Review the questions one last time. Make sure that they are in a logical order. Delete or edit any duplicate questions.

Prepare for the interview session 1. Make sure that you have confirmed a quiet,

well-lit location for your interview

2. Confirm the time and place with your Storyteller. Make sure he or she is prepared for the interview, and has gathered together personal photos and other memorabilia. Refer him/her to the Information for Storytellers worksheet.

3. Confirm that you have access to video/audio recording equipment, as well as a scanner and laptop or digital camera to capture the Storyteller’s photos and documents.

4. Make sure you know how to use this equipment! Practice if necessary! See the lesson: Capturing Images for details.

Conduct the interview Follow the instructions and guidelines in the Interview Checklist to successfully complete the interview session.

Conduct the interview Follow the instructions and guidelines in the Interview Checklist to successfully complete the interview session.

Capture your Storyteller’s photos and memorabilia The lessons, Capturing Images and Capturing your Storyteller’s Photos and Memorabilia will provide details.

Submit the interview to the Veterans History Project If you have recorded your interview session, you can submit a copy of it to the Library of Congress’ Veterans History Project!

1. Make a copy of the interview

2. Make sure that you and the Storyteller have completed and signed the Release Form worksheets for the Veterans History Project (these are different from the Storyteller Agreement and the Submission Form that we require for your Digital Story!)

3. Following the instructions in the Veterans History Project Interview Kit to submit the interview.

4. For more information, visit: www.loc.gov/vets


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Capturing images This lesson will provide you with guidelines for saving your images into your computer using a scanner or digital camera.

Working ahead… You may be wondering why we are teaching you about images now, instead of during the Visuals step of the Digital Storytelling process.

The reason is that you should be gathering images throughout the Story Shaping part of the process, so that you will be ready to prepare, finalize and organize them when you arrive at the Visuals step.

Finding images can take time, so you should start looking as soon as you have an idea of your story’s focus. Don’t wait until the last minute! Overview of image lessons As you learned in the lesson, Introduction to Digital Storytelling, you will use audio and visuals to illustrate your Digital Story. Images are the most common type of visual used in Digital Storytelling.

This is the first of five lessons on how to work with images. The other lessons are:

Capturing your Storyteller’s Photos and Memorabilia

Finding Appropriate Images Using Copyright-cleared Images Evaluating and Editing your images

Digitizing images In order for you to use photographs and other images in your Digital Story, you must first bring them into your computer. This process is called digitizing.

You will be able to find some images that have already been digitized (on the Internet, for example). However, you will most likely need to digitize photographs, documents, maps, etc. provided by your Storyteller. You will also need to digitize images you find in books and other printed materials.

You can digitize your images with one of the following types of equipment:

Scanner

Digital Camera must be 3 megapixel or better quality

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You must digitize your images (bring them into the computer) so you can work with them

Story Shaping Research Capturing Images


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Using a scanner The following are general guidelines for using a scanner to digitize images. Review the information that came with your scanner for detailed instructions.

1. Make sure your scanner is properly plugged in, and that you have installed the scanner software on your computer.

2. Open your scanner software/driver on your computer.

3. Open the scanner lid. Place the photo, document, or object you want to scan face down on the bed of the scanner.

For best results, remove items from frames, plastic sleeves or other containers. You can leave photos glued into in albums (handle the albums with care!)

If you are scanning items that might scratch the bed of your scanner, you should place a clear piece of plastic (such as an overhead transparency) on the scanner bed to protect the glass.

If you wish to digitize an object, we recommend photographing it with a digital camera. Another option is to photograph it with a regular camera, and then scan the developed photo.

If you must scan the original object, we recommend that you attach it to a black or white background, and then hang a dark cloth over the scanner to block any outside light (a t-shirt or works fine)

4. Close the scanner lid. If you are scanning a book, photo album or object, the lid may not close all the way. Just make sure it is as closed as possible (don’t lean on it!).

5. Adjust the settings so that your images are suitable for use in your Digital Story.

Adjust the resolution (look for the option labeled “dpi” or “pixels”) or size, using the guidelines at the bottom of this page.

If you want to zoom in to an image, set the size/resolution higher.

6. When you have the correct settings click on the “Preview” button. Wait for the preview to finish.

7. If you are satisfied with the preview, select the “Scan” or “Finish” or “Continue” button to complete the scan.

8. Save the scanned images into your Project Folders, in: Production Visuals

9. Record the image’s information into your Asset List worksheet (see the lessons: Capturing your Storyteller’s Photos and Memorabilia and Finding Appropriate Images for detailed instructions)

Scan resolution and size guidelines

For images/items of this size…

Less than 3 inches each side

3-5 inches each side

5– 7 inches each side

7+inches each side

… scan at this resolution: 300 dpi 200dpi 150 dpi 100 dpi

… or at this size: 300% 200% 150% 1 00%

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Story Shaping Research Capturing Images


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Using a Digital Camera The following are general guidelines for using a digital camera to digitize images. Review the information that came with your camera for detailed instructions

Digitizing photos and documents with a digital camera can be tricky! Practice the following instructions before you meet with your Storyteller to capture his/her photos and memorabilia!

1. Make sure that your digital camera is a 3 megapixel (or better) quality camera.

2. Make sure that you have enough memory to capture 30-40 photographs at a high quality (at least 1000 x 800 pixels).

3. If possible, remove photos and other documents from frames or plastic coverings (to reduce glare)

4. Set up the camera. For best results, use a tripod:

Attach the camera to the tripod and adjust the legs so that the tripod is only a foot or so tall.

Position the photo/item on a tabletop. Place the tripod with the camera on the tabletop next to it. Tilt the camera down. Frame the document in the camera’s viewfinder.

Move the camera and photo/item around to minimize glare. Avoid direct light and shadows.

If you are having trouble with glare, try propping the photo/item up at a slight angle (use your Project Binder or something with a similar shape).

5. If your camera has a “Close Up” option, experiment with this setting (in advance!). This will usually give you the best result. Depending on the light in the room, you may also wish to disable the flash.

6. Transfer your photos into your computer. Save them in your Project Folders, in the folder: Story Shaping Storyboard Temp Images

7. Record the image’s information into your Asset List worksheet (see the lessons: Capturing your Storyteller’s Photos and Memorabilia and Finding Appropriate Images for detailed instructions)

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For best results, use a tripod

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Move the camera and photo around, to reduce glare


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Capturing your Storyteller’s photos & memorabilia This lesson will provide you with instructions for digitizing and recording images from your Storyteller’s personal collection.

The best time to capture images from your Storyteller’s personal collection is immediately after the interview.

However, if this is not possible, schedule a follow-up meeting (you can work on your Concept and Script in the meantime).

To capture your Storyteller’s photos & memorabilia:

1. Select the images you wish to use

Photos youth (family portraits, hometown, etc.) just before the war (in civilian life) in uniform (portraits, with friends, etc.) in training, overseas, doing his/her job family members who also served immediately after the war the years following the war

(graduations, weddings, at work, with their family, etc.)

recent photos (especially with family)

Documents school diplomas, yearbooks draft or hire notices letters or telegrams sent/received

during WWII discharge or release notices

Items unit patches rank insignia, medals, ribbons

If your Storyteller has a large collection, try to select photos and items you think will be useful for your Digital Story (based on

what you know from the interview). You can always go back and capture more.

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A Storyteller explains his photo and memorabilia collection to a Producer

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Story Shaping Research Capturing your Storyteller’s images and memorabilia


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2. Digitize the selected images Refer to the guidelines for scanning or digitally photographing images in the previous lesson: Capturing Images.

3. Record the images in your Asset List Type - “Image”

Description - A brief description of the image. Include location and date, if possible. For photos of small groups list names of individuals (from left to right) if possible.

Source/Credit - “Storyteller’s Personal Collection” (EXAMPLE – John Smith’s Personal Collection)

Filename - Name of computer file for image (EXAMPLE: john_in_paris.jpg)

4. Save the digitized images Save your Storyteller’s images in your Project Folders in the folder: Story Shaping Storyboard Temp Visuals

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Lesson Story Shaping Concept

Defining a Concept This lesson will teach you to define a strong Concept that will help you write a powerful Script for your Digital Story.

Why should you define a Concept? Now that you have completed your interview and other research, you must define a Concept for your Digital Story. In other words, you should be able to answer the question: “What is this Story about”?

Specifically, you should define the following Story Elements:

Main character – His or her name and basic background information.

Context/situation - His or her role in the war effort (what organization he/she served with, what job he/she held during the war)

Defining moment - The specific event that had a lasting impact on his or her life. Refer to p. 25: Identifying a defining moment

Impact/afterwards- His or her life after the war (especially how it changed as a result of the war).

Message/reflection - A final thought that the Storyteller wants to pass on to others.

By defining these Story Elements, you will make sure that you have established the basis for a strong Script.

What is a Concept Statement? A Concept Statement is a short paragraph that summarizes the Story Elements. It should be brief, but it should introduce enough information to provide a starting point for your Script.

Example of a good Concept Statement:

Main character - John DiFiore grew up in Yonkers, NY, as the son of Italian immigrants.

Context/situation - During World War II, John served with the Army in Europe as a combat engineer with the 156th Combat Engineer Battalion. He built bridges, cleared minefields, and provided other support to combat units.

Defining moment - The defining moment of John’s service was the night he encountered both German soldiers and civilians in Frankfurt, Germany.

Impact/afterward - After the war, John came home and put his experiences behind him.

Message/reflection - Looking back, John believes that his service made him a better person, especially for his family.

Required!

You must include a copy of your Concept Statement when you submit your Digital Story. (it will be used as a video summary on the website!)

Story Shaping Concept Defining a Concept


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Writing a Concept Statement Using the Concept Statement worksheet, write one or two short sentences that summarize each of the Story Elements. Use the examples provided in the Sample Concept Statement worksheet.

1. Who was the main character?

Name?

Hometown?

Family background?

2. What was the context/situation of his/her service?

Service Branch/Organization?

Theater/location of service?

Specific units, ships or groups

Job/role during

3. What was his or her defining moment?

Brief description of the event or incident

4. What was the impact of the Storyteller’s experiences, or what did he or she do after the war?

Work? Family? School? (highlight what seems to be the most important to the Storyteller?)

5. Summarize the Storyteller’s message/reflection

Larger message/moral/theme?

Personal thoughts?

You will use this Concept Statement as a starting point for your Script. See the next lesson: Writing your Script

You do not have to use the provided Concept Statement worksheet. However, you must produce a Concept Statement that includes all of these Story Elements.

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Finding appropriate images This lesson will provide you with instructions for finding images from sources besides your Storyteller such as books, the Internet and other people’s collections.

Using images from other sources By now, you should have captured and digitized images from your Storyteller’s collection (see the lesson: Capturing your Storyteller’s photos and memorabilia).

In most cases, you will need more photos and images to illustrate your Digital Story. In some cases, your Storyteller may only have one or two photos that you can use. You will need to find additional images from other sources.

These sources include books, library collections and (especially) the Internet.

However, you should not just go around and grab images you think you need. You must make sure that your images are appropriate for use in your Digital Story.

In addition, you should study the lesson, Using copyright-cleared images.

Recording your images Use the Asset List worksheet to keep track of your images. For each image you find, enter:

Type- “Image”

Description - A brief summary of the image. Include date and location if possible.

Source /Credit Where (what website, book, etc) did you find the image AND who must you give credit to? (photographer, organization [National Archives, U.S. Army, etc.])

Filename - Enter name of computer file; for image (EXAMPLE: john_in_uniform.jpg) What are “appropriate” images? You should pay attention to your Storyteller’s story to make sure that the images you find:

1. Are good quality

2. Fit the story

3. Are from the correct time period

4. Fit the mood/tone of the story

5. Are appropriate for a middle school audience (PG-13)

Turn the page to learn more! Good quality images Make sure that the images you find are: Clear

Large, high resolution

We have provided you with links to approved Image Libraries (in the Online Resources) that contain images that meet these requirements. However, please review the rest of this lesson, as well as the lesson, Using Copyright-cleared images to make sure you understand why you should use these images!

The Source Info provided with the Image Resources (in the Online Resources) will help you complete this information.


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Clear images Your images should be clear - not too

blurry or too dark or too bright.

If you have found an image on the Internet that is not clear, you may be able to edit it using an image editing program (such as Adobe Photoshop). However, you may have to find another image.

If you have digitized an image in that is not clear (see the lesson: Capturing images), check the original image. If the original image is clear, you should re-scan or re-photograph it correctly.

Clear image…

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Unclear image…

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Large, high-resolution images If your image is too small, it will appear

blurry (or “pixellated”) in your Digital Story.

For example, if your image is this size:

It will appear like this on screen in your

Digital Story:

You should find images that are at least:

600 pixels wide x 400 pixels tall

600 pixels wide

400 p

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For images that you find on the Internet, view the image properties in your web browser, or in an image editing program.

For images that you scan or digitally photograph yourself, follow the guidelines in the lesson, Capturing Images, so that your images meet the quality requirements.

NOT ACTUAL SIZE!


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Images that fit the story You do not have to find photos that show exactly what the Storyteller says in the story. However, you should find images that are as similar as possible, and that make sense.

Most importantly, you should avoid using images that are clearly do not match what your Storyteller is saying.

FOR EXAMPLE: If your Storyteller says: “My unit landed on the beaches of northern France in June, 1944…”

Your first choice might be this photo:

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U.S. troops coming ashore on the beaches of Normandy, France. June 1944.

But this photo would also work:

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U.S. troops landing on the beaches of North Africa.

This was taken in North Africa (not France), but in this case, you can’t really tell the difference.

However, what about this one?

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Landing barges unload supplies in support of U.S. troops at Guadalcanal

This is a beach landing, but it really doesn’t fit (are there palm trees in northern France?)

Or this one?

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U.S. Troops march through the snow

This doesn’t look like June, does it?

As you can see, even if you are not an expert on World War II, you can still find pictures that fit your Story. Just pay attention to your Storyteller’s words, and use common sense!


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Images from the correct time period Use pictures from the 1940s to illustrate your Storyteller’s experiences in World War II. Use pictures from the 1920s or 1930s to illustrate his or her younger years. Use more recent pictures to show your Storyteller’s experiences after the war.

If your Storyteller says: “In March 1943 I was drafted into the Army…” which image should you use?

This one:

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A photo of men in the Army in the 1860s

…or this one?

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A photo of men in the Army in the 1940s

…or this one?

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A photo of men in the Army in 2006.

As you can see, in some cases it will be very obvious when an image is not from the correct time period.

However, in some cases, it will be harder to tell. Ask your Storyteller or History Advisor for help.

Here are some tips to help you identify images that are not historically accurate for a Digital Story about World War II: Helicopters

Not used until the 1950s Jet airplanes

Not used by the U.S. during WWII Missiles

Not used by the U.S. during WWII Computers

If you find photos that include any of these items, they are most likely too recent. Be careful with color! You are probably used to thinking about World War II in black and white. However, color photography did exist during this time. Don’t automatically ignore a photo because it is in color!


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Images that fit the tone/mood of the story Pay attention to the emotions and feelings your Storyteller shares in his or her story.

Don’t show a photo of happy people if your Storyteller is talking about suffering. Don’t show people crying if your Storyteller is talking about a happy memory.

If your Storyteller says: “The time I spent as a prisoner was the most difficult time of my life” which image should you use?

This one:

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Allied prisoners celebrate their liberation

No – these men are prisoners, but they are happy because they’ve been freed

…or this one?

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American prisoners sit with their hands tied behind their backs

Much more appropriate – you can see how difficult it must have been to be a prisoner of war

REMEMBER - pay attention to your Storyteller’s words, and use common sense!

Images that are appropriate for a middle-school audience

Your Digital Story should not contain any images that are inappropriate for middle-school age students (“PG-13”).

We do not wish to make war seem less horrible than it truly is, or to censor individuals’ feelings about their experiences.

However, you should be able to convey this information without using extremely graphic language or images.

Here are some guidelines:

Violence – War is violent. However, please avoid showing graphic images of mutilated or damaged bodies unless absolutely necessary for your story. Please be respectful of the deceased, and of your audience.

Also, don’t make clever animations depicting acts of violence. Your Storyteller’s words and carefully selected images should be more than enough.

Nudity – Generally speaking, you will probably not have to deal with this issue. If you do encounter these photos, it will probably be in one of two very different circumstances:

Photos from the Holocaust. In many cases, victims of the Nazis were strip-searched or photographed without clothing. Only include such pictures if absolutely necessary - please be respectful.

Cartoon artwork on planes and vehicles. We suggest that you try to avoid these images, or at the very least, show such artwork very briefly.

Language – This will probably come up with your Script, not your images. However, you may find an image that contains a sign with “colorful” language. If you can’t avoid using these pictures, edit them – add a “black box” or blur the offensive parts.

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Lesson Story Shaping Concept

Using copyright-cleared images This lesson will provide introduce you to copyrights and provide you with instructions for finding and using images that are copyright-cleared.

What is a copyright? A copyright:

Protects the authors, producers or owners of a creative work (photos, books, movies, art, etc.)

Prevents other people from using or changing a creative work without permission

Is often (but not always) markedwith a “©” symbol, or the words “Copyright” or “Source:”

What does “copyright-cleared” mean? Copyright-cleared means either:

you have been given permission to use a photo, song, work of art, etc. by the person or organization who owns this work. Your Storyteller has given you permission to use his or her images by signing the Storyteller Agreement.

the copyright owner has made the work available to the general public for free by placing it in the public domain. Works in the public domain are “owned” by everyone in the public. They include

Photos or other works taken by the government (including the military, NASA, etc.) – because they were created using the public’s tax dollars!

Photos or other works placed in the public domain by their creators

Do you have to use copyright-cleared images for your Digital Story? You are not required to use copyright-cleared images for this Digital Story since it is for an educational project. Your project will still be shown at our website.

However, if you want your Digital Story to be eligible for additional recognition - including presentation at special screenings and possibly on TV - you should make sure all your images and other visuals (such as video) are copyright-cleared.

You should also make sure that any music you use is copyright cleared (this is covered in the lesson, Planning your Music)

Creating two versions? Finally, you can always create two versions of your Digital Story:

one for personal use (for you and your Storyteller) that can contain any image or piece of music you like

a copyright-cleared version that you submit for presentation and recognition

This is not that difficult; see the lesson: Creating your Final Cut for more details.

We have provided you with links to approved Image Resources (in the Online Resources) that contain copyright cleared images However, please review the rest of this lesson, as well as the lesson, Finding appropriate images tomake sure you understand why you should use these images!


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Finding and using copyright-cleared images For this project, there are three ways in which you can locate copyright-clreared images:

Use the Image Resources we have provided (in our Online Resources)

Find other public domain images

Get permission to use non-public domain images.

Using the Image Resources in the Online Resources Go to: www.stories-of-service.org/freedom

Click on Website Resources, then click on Image Resources.

Browse through the Image Resources to find and save the images you need

Follow the instructions in the Image Resources to find the copyright holder for each image

Record this information (and the other required information) in your Asset List worksheet. See the lesson: Finding appropriate images for detailed instructions.

Save images to your Project Folders under: Story Shaping > Storyboard > Temp Visuals

Find other public domain images Generally speaking, images from the following sources are in the public domain: National Archives

U.S. Army, Navy and other military branches

Other government agencies

Images in the Library of Congress may or may not be in the public domain. Check each one!

Also, if you are scanning images from a book, you can use up to 15 photos from a single book in your Digital Story. You should include this book in your credits.

Finally, don’t forget to record this information in your Asset List!

Get permission to use non-public domain images Finally, if all else fails, you can contact the copyright owner and ask for permission.

In many cases, because you are working on an educational project, the copyright owner will be more than happy to give you permission.

To get permission, complete the License Request worksheet and send it to the copyright holder. You can also copy the information into an e-mail. Make sure you keep a copy of the response – you will need to submit it with your Digital Story!

However, if you are dealing with a large company or organization, it may be harder to get permission. You should have backup choices, just in case.

Just because something appears in public (on the news, on the Internet) does not mean that it is in the public domain! When you are using our public domain or copy-right cleared Image Resources (in the Online Resources) make sure you review the Source Info for information on how to properly use each image. On other websites or books, look for the source information for each image. Remember – government sources are usually public domain.


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Lesson Story Shaping Script

Writing your Script This lesson will teach you to develop your Concept into an interesting, exciting Script for your Digital Story.

Scripting goals You will write a Script that

Is no longer than 650 words

Includes the Story Elements

Is written as a story (narrative), not an essay or a report

Meets your Storyteller’s approval

Meets the requirements of the Script Evaluation worksheet

You will make a recording of your Storyteller reading this Script. This Voiceover recording will be the narrative for your Digital Story.

Working with your Storyteller on the Script Your job is to develop a Script that achieves this goal. How you do this will depend on your Storyteller.

You may…

Write the Script and submit it for approval – Some Storytellers will prefer that you write the script (or he/she may be unable to do much work due to health reasons) Your job will be to take charge and provide drafts for him/her to read over and approve.

Work together on the Script – In most cases, you will collaborate with the Storyteller on the Script. In this case, your job will be to lead the way through the Scripting process.

Evaluate and edit the Storyteller’s writing – In some cases, the Storyteller may prefer to write his or her own Script. For instance, he or she may already have written a short story or memoir.

If this is the case, your job will be to make sure that the Script is suitable for the Digital Story (see the Script Evaluation worksheet) You will provide the Storyteller with feedback and help him or her edit the Script as needed.

Story Shaping Script Writing your Script


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The scripting process To write a Digital Story script:

1. Study Sample Scripts

2. Use your Concept Statement to start your Script

3. Write a Rough Script

4. Make sure that you meet the guidelines for writing an appropriate Script

5. Evaluate your Rough Script

6. Fact Check your Rough Script

7. Edit and improve your Rough Script

8. Have your Storyteller review and approve your Rough Script

9. Complete your Final Script

10. Have your Storyteller approve your Final Script

Study sample Scripts The best way to learn to write a great Digital Story script is to study Sample Scripts.

Print out a copy of the Studying a Script worksheet

Using this worksheet, review the Sample Scripts included with the Worksheets in the Digital Story Toolkit.

Compare each Sample Script to the Concept Statement for that Digital Story.

You should also study the Scripts of other Digital Stories at the Stories of Service website (www.stories-of-service.org).



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Starting your Script You can use your Concept Statement to “jump start” your Script by simply adding details to each Story Element.

Use information from the Interview and your other Research to add the information below to your Concept Statement, and you’ll be on your way to writing your Script!

Main character

Where was he or she born?

What was his or her family background?

What (or who) does he or she remember from childhood?

What did he or she learn from his or her parents?

What was he or she doing when the war started?

What did he or she think about the war?

What other interesting details can you include about the Main character?

Context/Situation

How, when and why did your Storyteller get involved in the war?

What service branch or organization did he or she join?

What unit, ship or department (within the above service branch or organization) did he or she join?

What was his or her job/role?

What battles, campaigns or other events did he or she participate in?

Where was he or she stationed, or where did he or she travel to?

What other interesting details can you include about the Context/Situation?

Defining moment

What was your Storyteller’s defining moment?

Where/when did this defining moment take place?

Why was he or she in that situation?

What does your he or she remember about the weather, time of day, or other details

What happened, step by step, during that defining moment?

How did the defining moment end?

What were his or her thoughts and feelings before, during and after this defining moment?

What other interesting details can you include about the defining moment?

Impact/Afterward

What happened to the Storyteller after the defining moment?

How did his or her service or involvement in the war come to an end?

Did the defining moment or his or her overall service have a major impact on his or her life after the war?

What were the important events in your Storyteller’s life after the war? (Work? Family? Education?)

Message/Reflection

How does your Storyteller feel about his or her service today?

Is there a specific message that your Storyteller would like to share?

NOTE: If you prefer, you can also create a traditional outline for your Script.



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Writing a Rough Script Once you have “jump started” your Script using your Concept Statement, you should work quickly to create a Rough Script (rough draft).

Connect sentences and paragraphs with transition phrases and sentences.

Try to make the Rough Script sound like a story, not an essay

Use words phrases or that your Storyteller would use. Refer to the Interview for slang, expressions, word choices, etc.

Don’t worry about length for now.

Get a complete version of the Rough Script done quickly – don’t spend too much time trying to write the perfect phrase or sentence right now (you will have a chance to do this when you edit and update your Script)

Guidelines for writing an appropriate script Your Digital Story should not contain any language that is inappropriate for middle-school age students (“PG”).

We do not wish to make war seem less horrible than it truly is, or to censor individuals’ feelings about their experiences.

However, you should be able to convey this information without using graphic or offensive language.

Here are some guidelines:

Profanity – Avoid using “curse words”, unless:

Your Storyteller is directly quoting an individual’s words

These exact words are necessary to tell the story.

For example, instead of saying, “The general said, “@#$%&!” your Storyteller could say, “The general cursed at us”

Offensive names or terms – In some cases, your Storyteller may use inappropriate terms to describe groups of people.

You can use these terms if your Storyteller is directly quoting an individual’s words (from that time period)

However, you may find that your Storyteller still has very strong feelings about the enemy, and uses angry or offensive names to describe them, even today.

Encourage your Storyteller to avoid using these terms. Remind him that his or her story will be seen by a wide audience, including young people.

Advanced writing techniques We have provided instructions on how to put together a basic Script with that follows a simple structure. Depending on your writing experience and the nature of your Digital Story, you may want to try one or more of the following: Using flashbacks or foreshadowing Having the Storyteller speak to the audience

directly Starting or ending with a quotation Other writing or literary techniques!

See the Sample Scripts for examples of scripts that use different structures and other advanced writing techniques.



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Evaluating and editing your Rough Script Once you have completed your Rough Script, you should review it using the Script Evaluation worksheet. This will help you identify where you can edit and improve your Script.

1. Use the Script Evaluation to review your Rough Script.

2. Edit and improve your Script based on this completed Script Evaluation

3. After completing this Script Evaluation by yourself, have your Writing Advisor or another reader use a fresh copy of the Script Evaluation worksheet to review your Script and provide you with feedback

4. Edit and improve your Script based on the feedback your reader provides in the Script Evaluation. You don’ t have to make every change suggested by the reader, but you should follow the reader’s suggestions for:

Fixing errors and mistakes

Re-writing sentences that are unclear or confusing

Fact-checking your Rough Script You should check the facts (especially the historical facts) in your Script to make sure that they are accurate.

Remember: It has been many years since the events, and your Storyteller may have mis-stated or even forgotten some key facts.

Use the History Resources at the website to double-check:

Dates

Spelling and pronunciation of names of people and names

Names/numbers of armies, divisions and other units or organizations

We recommend working with a History Advisor to complete this step!

Storyteller approval – Rough Script Once you have edited your Rough Script once or twice, you must present it to your Storyteller for his or her approval.

Make changes your Storyteller suggests, unless they are not historically inaccurate, or they cause problems with the narrative.

If your Storyteller asks why you did not include a certain memory or part of a memory, remind him or her that your Script must be short, and that it will not include every part of his or her experiences (This information has been captured for the historical record in the interview).

However, if you sense that a particular memory or detail is very important to your Storyteller, try to find a place for it in the Script.



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Completing your Final Script Your Final Script will be complete when:

It meets the requirements of the Script Evaluation.

You are happy with it

Your Storyteller is happy with it (see below)

You will probably need to edit your Script two or three times before it reaches this stage.

Once you have completed your Script, you can begin working on your Storyboard (see the lesson, Building your Storyboard).

You can also work ahead, and record your Voiceover (see the lesson, Recording your Voiceover)

Storyteller approval – Final Script Have your Storyteller read the Final Script and provide his or her final comments.

Make changes your Storyteller suggests, unless they are not historically inaccurate, or they cause problems with the narrative.


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Lesson Story Shaping Storyboard

Building your Storyboard This lesson will teach you to build a Storyboard that will help you plan how to illustrate your Script with images and other visuals and audio.

What is a Storyboard? Storyboards are used in film, TV and multimedia production to help plan each scene before the director or producer spends a lot of time and money creating or filming the scene.

In professional filmmaking, storyboard artists work with the director or producer to create drawings of what should appear on screen for each scene. In some cases, this drawing of the story is attached to a piece of cardboard (story + board!). Storyboards help the director or producer see what each scene might look like, in advance.

In Digital Storytelling, a Storyboard is a document that helps you plan how to illustrate each section of the script with images and other visuals and audio. You will follow this plan during the Production steps of the Digital Storytelling process.

The Storyboard format You will enter information, from left to right, in the following rows:

Image – a brief description of the image used to illustrate this segment of the story

Filename – the name of the image or visual file (john-portrait.jpg)

Credit - the owner or copyright holder of the image (see the lessons: Capturing your Storyteller’s photos and memorabilia and Finding and using images from other sources.)

Visual Effects* – zooms, pans, dissolves, etc.

Comments – visuals* – notes on your visuals

Script Voiceover – Enter this first! Your Digital Story Script, divided into segments.

Additional Audio* – music and special effects

Comments – Audio* – notes on your audio

*You will learn about these rows in a future lesson

What you see and hear in the Digital Story…

“When World War II started, I tried to join the Coast Guard with my friend, but was turned down because of my eyesight.”

“On March, 1943, the Army drafted me anyway” (MUSIC –drumbeat)

“I was sent to Fort Devens, Mass-achusetts for six months of basic training to be a combat engineer”

Comments - Aud

Drum beatAdditional Audio

I was sent to Fort Devens, Massachusetts for six months of basic training to be a combat engineer.

On March, 1943, the Army drafted me anyway.

When World War II started, I tried to join the Coast Guard with my friend, but was turned down because of my eyesight.

ScriptVoiceover

Comments - Vis

zoom in to buildingspan from bottom to topBlur imageVisual Effects

U.S. ArmyJohn DiFioreUS Coast GuardCredit

SC-Devens.jpgJd-uniform-portrait.jpgCg-logo.jpgFilename

Picture of Fort Devens,

Mass.

Picture of John in uniform

Picture of Coast Guard emblem

Imageor other Visual

Comments - Aud

Drum beatAdditional Audio

I was sent to Fort Devens, Massachusetts for six months of basic training to be a combat engineer.

On March, 1943, the Army drafted me anyway.

When World War II started, I tried to join the Coast Guard with my friend, but was turned down because of my eyesight.

ScriptVoiceover

Comments - Vis

zoom in to buildingspan from bottom to topBlur imageVisual Effects

U.S. ArmyJohn DiFioreUS Coast GuardCredit

SC-Devens.jpgJd-uniform-portrait.jpgCg-logo.jpgFilename

Picture of Fort Devens,

Mass.

Picture of John in uniform

Picture of Coast Guard emblem


Section of a Storyboard:

See this Storyboard Sample Clip in the Sample Videos in the Online Resources

Story Shaping Storyboard Building your Storyboard


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The Storyboarding process To build your Storyboard, you will:

Review your Final Script for image ideas

Assemble your Storyboard

Complete your Storyboard

Review your Final Script for image ideas First, go through your Final Script to identify ideas for images that you can use to illustrate your Digital Story.

1. If you have already recorded the Voiceover, update your Final Script with any changes you made during the recording session.

2. Print out your Final Script.

3. Using a pen or highlighter, circle or highlight words and phrases that could be illustrated with images, such as:

nouns - especially names of places or objects (Fort Worth, B-17 bomber, etc.)

“action” phrases – (landed the plane, built tank engines, etc.)

4. Next, use a pen or pencil to mark where you will divide your Final Script into segments. You will illustrate each segment with an image, so each segment should contain at least one image idea.

When World War II started, I tried to join the Coast Guard with my friend, but was turned down because of my eyesight. On March, 1943, the Army drafted me anyway. I was sent to Fort Devens, Massachusetts for six months of basic training to be a combat engineer.






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Assemble Your Storyboard You will build your Storyboard by matching up images to each segment of your Script.

1. Transfer your Script into the Storyboard worksheet

Open your Final Script file and the Storyboard worksheet file.

Cut and paste each segment of the Final Script into the Storyboard worksheet, in the row labeled: Script. Use your marked-up Final Script as a guide.

Save your Storyboard in your Project Folders under: Story Shaping > Storyboard

2. For each Script segment, enter at least one idea for an image to illustrate this segment, in the Image row. Enter images from…

your marked-up Final Script

your Storyteller’s collection and other sources. (Refer to your Asset List worksheet!)

Also enter ideas for images you have not yet found! When you are finished with this step, each box in the Image row should contain at least one image or image idea.

After graduating high school, I worked in a factory that made wire for the Army Signal Corps.

Comments - Aud

Additional Audio

Times were very tough.

I grew up in Yonkers, New York, in a family of eight children

My name is Augustine John Difiore.

ScriptVoiceover

Comments - Vis

Visual Effects

Credit

Filename



Comments - Aud

Additional Audio




ScriptVoiceover

Comments - Vis

Visual Effects

Credit

Filename


1


Pic high school age John, or pic

of signal wire

Comments - Aud

Additional Audio




ScriptVoiceover

Comments - Vis

Visual Effects

Credit

Filename

Pic of John working ,

historical pic of Great

Depression

Pic of John as a boy, or family pic, or pic of

Yonkers

Recent pic of John



Pic high school age John, or pic

of signal wire

Comments - Aud

Additional Audio




ScriptVoiceover

Comments - Vis

Visual Effects

Credit

Filename

Pic of John working ,


Depression

Pic of John as a boy, or family pic, or pic of

Yonkers

Recent pic of John


2



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3. In the row: Filename enter the names of image files you have already captured or found (refer to your Asset List worksheet and the Temp Visuals folder in your Project Folders). EXAMPLE: john-w-family.jpg

a) In the Image row, delete any unused image ideas.

4. In the row, Credit enter the source or copyright owner of the image. This will either be the Storyteller (for images from his or her personal collection) or another source. (refer to the lesson: Finding Images from Other Sources).


SC 110234.jpg

Pic of signal wire

Comments - Aud

Additional Audio




ScriptVoiceover

Comments - Vis

Visual Effects

Credit

na-unemployed.jpgjohn-school-photo.jpgjohn-w-family.jpg Filename


Depression

Pic of John as a boy

Recent pic of John



SC 110234.jpg

Pic of signal wire

Comments - Aud

Additional Audio




ScriptVoiceover

Comments - Vis

Visual Effects

Credit



Depression


Recent pic of John


3


U.S. Army

SC 110234.jpg

Pic of signal wire

Comments - Aud

Additional Audio




ScriptVoiceover

Comments - Vis

Visual Effects

National ArchivesJohn DiFioreJohn DiFioreCredit



Depression


Recent pic of John



U.S. Army

SC 110234.jpg

Pic of signal wire

Comments - Aud

Additional Audio




ScriptVoiceover

Comments - Vis

Visual Effects

National ArchivesJohn DiFioreJohn DiFioreCredit



Depression


Recent pic of John


4

3-a



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Complete your Storyboard You will probably need to find at least a few images to complete your Storyboard.

To find these images:

1. Continue looking in other sources (following the guidelines in the lesson: Finding images from other sources)

2. Don’t spend hours and hours looking for one image! If you can’t find a specific image, try to come up with another idea.

3. After you find and save each image, add the update your Storyboard . Add the Filename and Credit, following the steps described above under Assemble your Storyboard.

You should try to complete your Storyboard before continuing. However… While you are still looking for images, you

can record your Voiceover (if you have not yet done so). You can also complete the Voiceover Edit (see the Audio step of Production).

If necessary, you can start the Rough Edit if you are only missing a few images (see the Editing step of Production).


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Production Assembling your Digital Story on the computer

Lessons

Production Overview

Audio

Recording your Voiceover

Using Sound Effects and Music

Visuals

Evaluating your Visuals

Editing

Introduction to Video Editing

Building your Voiceover Cut

Building your Rough Cut

Introduction to Visual Effects

Building your Effects Cut

Completing your Final Cut

Presentation

Outputting your Video

Archiving your Project


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Lesson Production

Production Overview This lesson will help you understand the goals of Production.

Production goals During Production, you will actually build your Digital Story on the computer.

You will prepare your Audio by recording your Voiceover (the Storyteller reading the Script) and planning your sound effects and music. You will also prepare your Visuals by evaluating and editing your images and other visual files.

Once you have prepared your audio and visual files, you will assemble your Digital Story during the Video Editing step of the process.

Finally, you will prepare your Digital Story for Presentation by outputting your final video and archiving your project.

Preparing yourself for Production To prepare yourself to successfully achieve these goals, you should review the Sample Digital Stories again. This time, pay attention to:

Audio – Listen to the Voiceover as well as how the Digital Story uses sound effects and music.

Visuals – Look at the quality of the visuals as well as how different types of images are used to illustrate the story – especially non-World War II images!

Timing – Note how long each image is on screen during each par t of the story. Pay attention to how the story seems to “speed up” or “slow down” based on the tone or mood of a certain part of the Script.

Visual effects – Notice how the story uses transitions and other visual effects (such as zooms, pans, etc.) to emphasize the Storyteller’s words, to create motion, or to point out detail.


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Lesson Production Audio

Recording your Voiceover This lesson will teach you how to prepare for and conduct your Voiceover recording session.

Once you have developed the Script for your Digital Story, you will record the Voiceover - your Storyteller reading this Script.

Voiceover recording equipment Use one of the following to record your Voiceover:

Digital Video camera – A Digital Video camera offers an easy way to capture high quality audio. Just record the audio while ignoring the video (you can even leave the lens cap on!) If your computer has a Firewire (IEEE 1394) input, it will also be very simple to transfer the audio to your computer. Refer to the instructions for your camera and/or your video editing software.

Mini-disc or other external audio recorder. Follow the instructions that came with this equipment to record the Voicover To transfer the audio to your computer, Refer to the instructions for your video editing software, or the Windows Sound Recorder Instructions in the Production Resources – Audio (in the Online Resources)

Sound Recorder (comes with Windows PCs). Your PC should have this basic accessory installed. Refer to the Windows Sound Recorder Instructions from the Production Resources – Audio (in the Online Resources)

Video editing software– Your video editing software may include a voiceover recording option. Refer to the instructions for your software.

Preparing for the Voiceover recording session Before you meet with your Storyteller to record the Voiceover, make sure you complete the following:

Schedule a time and place to record the Voiceover – You will need a quiet, comfortable , well-lit place. We recommend that you schedule 30-45 minutes for the Voiceover session.

Prepare your Voicover recording equipment See the previous column for equipment options. Practice using your equipment before you meet with your Storyteller.

Prepare the Script for Voiceover recording –The copy you will give your Storyteller to read should be formatted as follows:

Double-spaced

Large font (14 point or larger)

No page breaks in the middle of paragraphs (if a paragraph is cut in two by a page break, move the entire paragraph to the next page).

Print out two copies of your Script (one for you one for your Storyteller).

Prepare your Storyteller – If possible, give your Storyteller a copy of the Script in advance, so that he or she can review it and rehearse.

No matter what equipment you use, we recommend that you also use an external microphone to capture the Voiceover.

Production Audio Recording your Voiceover


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Recording the Voiceover To record the Voiceover.

Prepare your Storyteller: Make sure he or she is comfortable. Have a glass of water ready. While you are setting up your equipment, have him or her practice reading the Script out loud.

Test your equipment – Record a few seconds of the Storyteller reading the Script. If necessary, coach your Storyteller to speak up, or adjust your equipment.

Coach your Storyteller - Before starting, tell your Storyteller:

“Read as clearly and naturally as you can”

“Don’t shuffle the paper while you talk or start turning to the next page while you are still talking. When you come to the end of a page, pause, turn the page, and then continue.”

“If you make a mistake, just go back to the beginning of the sentence and keep reading. We can edit out the mistakes later.

Have your Storyteller practice reading the Script once. Note any difficult places. Make changes if necessary, (for example, you may decide to use a different choice of words)

Record the Voiceover - When you and your Storyteller are ready:

1. Close doors and windows. Turn off any fans, air conditioners or other devices that make noise.

2. Start your recording equipment.

3. Have your Storyteller read the Script. If he or she makes a mistake, make sure

he or she goes back to the beginning of the sentence before continuing.

If there is noise in the background, have your Storyteller pause until the noise has passed. If necessary, have him or her go back to the beginning of the last sentence or paragraph.

Have your Storyteller read the Script twice, so that you more than one option when you begin editing.

Make notes on your copy of the Script TIP: If your Storyteller is having trouble

reading the Script in a “natural” voice, try the “read and repeat” technique. Read each sentence to your Storyteller and have him or her repeat it back to you (you can edit your voice out later!)

4. Confirm that you have recorded the voiceover - When your Storyteller has read the Script twice, listen to the voiceover recording. Make sure that you have at least one good, clean recording of each sentence before you finish.

Make changes to your Script and Storyboard – During the voiceover recording session, you and your Storyteller may have made changes to the Script. Make sure you update your Script and Storyboard with these changes.

Save your Voiceover Files – Save your recorded Voiceover files in your Project Folders under: Production > Audio.

REMEMBER – Your Storyteller is not a professional actor. He or she may not sound completely “natural” when they read the Script. This is OK - it shows that your Digital Story is authentic!


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Lesson Production Audio

Using Sound Effects and Music This lesson will teach you how to plan Sound Effects and Music for your Digital Story.

When to use Sound Effects Use sound effects in your story like images - to “illustrate” what your Storyteller is saying in the Script. For example, if your Storyteller is talking about flying in a plane, use a sound effect of a flying airplane to help bring his or her words to life.

Be careful, however – don’t overwhelm your Script with too many whizzes, booms and bangs!

Where to find Sound Effects We have provided links to sound effects resources in the Production Resources – Audio in the Online Resources. You can also search online for sound effects.

When to use music You are not required to use music in your Digital Story. However, the right music can help bring your Storyteller’s experiences to life by:

Conveying a mood or tone – Music is one of the best ways to reinforce the Storyteller’s feelings and to create an emotional link to his or her words.

Providing “theme music” for an event - For example, using a wedding march or traditional wedding song when your Storyteller talks about marriage, or using “Taps” when he or she talks about someone lost in service.

Providing “theme music” or an organization - The service branches (Army, Navy, Marines, etc.) all have official songs as well as unofficial marches and other tunes that are associated with them.

Where to find music We have provided links to copyright cleared music resources in the Production Resources – Audio in the Online Resources.

Adding music to For each piece of music you use, you must

Make sure you use the correct type of sound effects for your Story. Don’t use a jet plane sound for a WWII aircraft, or a laser gun for a WWII rifle!

You can use music that is not copyright cleared, especially if your Storyteller requests it. However, when you submit your Digital Story, please send a version that does not include copyright cleared music.


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Lesson Production Visuals

Preparing your Visuals This lesson will teach you how to prepare your images and other visuals for Video Editing.

Reviewing visuals skills and concepts By now, you should understand what kinds of images are appropriate for your Digital Story, and you should have located and saved most (if not all) of the images and other visuals you will use in your Digital Story.

If necessary, review these lessons:

Capturing images Capturing your Storyteller’s Photos and

Memorabilia Finding Appropriate Images Using Copyright-cleared Images

Evaluate your visuals Before you begin assembling your Digital Story, you must evaluate the images and other visuals you will use.

Using your Storyboard as a guide, carefully look at each visual you plan to use in your Digital Story. Make sure each visual:

Fits the Script and is accurate

Is good quality

Is from the appropriate time period

Fits the tone/mood of the Script

Is appropriate for a middle school audience (PG)

Take notes in your Storyboard, using the row Comments – Visuals. Refer to the lesson, Finding Appropriate Images to review the detailed guidelines.

Change or edit your visuals If any of your visuals do not meet the above requirements, you must decide whether you want to replace the visuals or edit the one you have (if it is an image).

To replace a visual, simply find an appropriate replacement. Follow the guidelines above.

To edit an image: Save a copy of the image

Edit the image using an image editing program. You can find links to programs, demos and instructions in the Online Resources, under Production Resources – Visuals

Save the new version of the image with a new name in your Project Folders under: Production > Visuals


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Lesson Production Video Editing

Introduction to Video Editing This lesson will teach you basic video editing concepts.

What is video editing?

Video editing is the process of assembling audio and visuals to create a movie.

In the past, video editing was difficult, because you had to work with actual film or videotape, which could get complicated – and messy! – especially if you made a mistake. Luckily, desktop computers and special software now make it easy for anyone to learn to do video editing, digitally!

Production Video Editing Introduction to Video Editing


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How video editing software works

When you use a video editing program, you will be working with a video project file.

The images, audio and video clips that you will use for your movie do not become a part of your video project file.

When you build your video project file, you are creating a set of instructions that tell the computer how to assemble your Digital Story

Then, when you are finished, your computer follows these instructions to output the movie.

Only a final outputted movie will play on its own, without the other files.

Confused? Here’s another way to look at it.

Image that instead of making a video, you are teaching your computer to make a cake. Your video project file is the recipe, and your audio, images, and video files are the ingredients.

Your recipe has to include all the instructions for your computer -- not just which ingredients to use, how much of each, what to do with them, and so on, but also in where to find these ingredients (which folders to look in)

Once you have finished creating this recipe , you should be able to tell the computer “Go!” and it will do everything by itself.

It will go to the right cupboards, find the right ingredients, measure and mix them exactly as you have told it to, bake them for as long as you have told it to, and at the end, you will have a nice cake.

But what if you move the ingredients around, or lose the recipe?

Your computer will get confused and not know what to do, or just leave out the parts it can’t find -and then you won’t have a very tasty cake – or a Digital Story!

Also, this means that you can’t just send someone your video project file (your “recipe”) and expect them to be able to enjoy your movie (your “cake”)!

So – make sure you keep your files organized – and remember that your project file needs to be kept with your image and audio files or else you’ll have a problem creating your Digital Story, and remember that you need to output your Digital Story so that other people can watch it!

This is a very important concept – make sure youunderstand this before continuing!

Production Video Editing Introduction to Video Editing


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Our Video Editing process The following are the steps in our video editing process:

Voiceover Cut – Start your video project file and create a clean version of your Voiceover.

Rough Cut – Add images and other to illustrate the Voiceover (no effects!).

Effects Cut - Add visual effects, sound effects and music

Final Cut – Add titles and credits and polish your Digital Story.

OPTIONAL - Creating two versions (copyright cleared and non-copyright cleared) If you or your Storyteller feels very strongly about using a specific image or piece of music, you may want to create two versions of your Digital Story: one with copyright-cleared images and

music only (for submission to our project headquarters)

one that contains copyrighted images and popular music (for personal use by you and your Storyteller).

If you are going to create two versions, you should complete a Final Cut of one version first (we recommend starting with the copyright-cleared version) and then create the second version by editing the first.

If you are used to using another video editing process, we encourage you to use what you are most comfortable with!


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Building your Voiceover Cut This lesson will teach you how to start your video project file and create a clean version of your Voiceover.

What is a Voiceover Cut? In our Digital Storytelling process, the Voiceover Cut is the first step in Video Editing.

This makes sense – the Script is the foundation of the Digital Story and determines when and where you will add visuals and other elements, so you should start with the recording of the Script.

Once you have created a clean Voiceover Cut, you will add images and other visuals.

Build your Voiceover Cut To build your Voiceover Cut:

1. View the sample video clips:

Video Editing Example 1 – Voiceover Cut (a) Video Editing Example 2 – Voiceover Cut (b)

2. Open your video editing software. Create a new video editing project file. Save this file into your Project Folders under: Production > Editing. We recommend that you include “Voiceover Cut” in the file name.

3. Import your Voiceover files into your video project file

4. Place your Voiceover files in the project timeline or work area, in the main audio track.

5. Clean up gaps or other mistakes

6. Evaluate your Voiceover Cut using the Voiceover Cut Evalution worksheet.

7. Edit and update your Voiceover Cut until it meets the requirements of the Voiceover Cut Evaluation.

We strongly recommend that you complete your entire Voiceover Cut before adding images, visual effects, etc. – or else you will have difficulties later on!

Refer to the instructions for your specific video editing software. You can find links to free software, demos and helpful information in the Online Resources, under Production Resources – Video Editing

Section of a Voiceover Cut (your video editing software may look slightly different)

Production Video Editing Building your Rough Cut


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Building your Rough Cut This lesson will teach you how to add images to your Digital Story.

Build your Rough Cut Once you have completed your Voiceover Cut, you will add images to your Voiceover to create a Rough Cut.

1. View the sample video clip:

Video Editing Example 3 – Rough Cut While you are watching this clip, compare it to the Editing Example Storyboard.

2. Save a new copy of your Voiceover Cut video project file into your Project Folders under: Production > Editing. Include “Rough Cut” in the file name.

3. Import your Visual files into your new video project

4. Place each Visual in the project timeline or work area in the main video track. Use your Storyboard to match each Visual to the correct section of the Voiceover. If your video editing software includes markers, we recommend that you place your markers then drop the images in.

5. While you are working, you may change your mind about something you planned in your Storyboard. Go ahead and make this change! Just remember to update your Storyboard.

6. When you have completed your Rough Cut, evaluate it using the Rough Cut Evalution worksheet.

7. Edit and update your Rough Cut to meet the requirements of the Rough Cut Evaluation.

8. Back up your Project Folders.

Storyteller Approval: Rough Cut At this point, share your Rough Cut with your Storyteller to make sure that it meets his or her approval.

It may be difficult to do this, due to scheduling or transportation problems, or the limitations of your editing equipment. However, you should try your best to offer your Storyteller this opportunity (this will also help prevent last minute misunderstandings or disagreements with the final Digital Story).

Note changes he or she suggests in a copy of your Storyboard.

If possible, make these changes. If you believe that these changes would be small improvements that would require a lot of extra work, explain the situation to your Storyteller. This is your Storyteller’s story, so try your best to ensure it reflects their memories and the telling of their story.

Section of a Rough Cut (your video editing software may look slightly different)

Refer to the instructions for your specific video editing program. You find links to free software, demos and helpful information in the Online Resources, under Production Resources – Video Editing


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Building your Effects Cut This lesson will teach you how to add visual effects, sound effects and music to your Digital Story.

Introduction to Visual Effects If you have written a strong Script and used good visuals, your Rough Cut will already be a strong Digital Story.

However, in many cases, you can improve your Digital Story by adding Visual Effects (transitions, zooms and pans) .

In the Online Resources, under Production Resources – Editing, view the sample video clips: Visual Effects Example: Transitions Visual Effects Example: Crop Visual Effects Example: Zoom Visual Effects Example: Pan

Planning your Visual Effects Before you begin adding visual effects, you should think about where you want to put them.

1. Watch your Rough Cut

2. Think about where to add visual effects

3. Enter them into your Storyboard.

You can update these or change your mind later. However, it is always best to start by planning in advance!

Production Video Editing Building your Effects Cut


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Build your Effects Cut Once you have completed your Voiceover Cut , you will add images to your Voiceover to create a Rough Cut.


Video Editing Example 4 – Effects Cut (a) Video Editing Example 5 – Effects Cut (b)

While you are watching these clips, compare them to the Editing Example Storyboard.

2. Save a new copy of your Rough Cut video project file into your Project Folders under: Production > Editing. We recommend that you include “Effects Cut” in the file name.

3. Using your Storyboard:

Add visual effects to your visuals to your Digital Story

Add sound effects and music to your Digital Story.

While you are working, you may change your mind about something you planned in your Storyboard. Go ahead and make this change! Just remember to update your Storyboard.

4. When you have completed your Effects Cut, evaluate it using the Effects Cut Evalution worksheet.

5. Edit and update your Effects Cut to meet the requirements of the Effects Cut Evaluation.


Section of an EffectsCut (your video editing software may look slightly different)



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Creating your Titles This lesson will teach you how to add visual effects, sound effects and music to your Digital Story.

Just like a movie or television show, your Digital Story must include an opening title and end credits.

To see examples of a simple opening title and end credits, refer to the video clip: Video Editing Example 5 – Final Cut.

Creating your opening title Your opening title should include the title of the Digital Story and the Storyteller’s name. It can be a simple title with words on a black background, or it can be more complex and include a picture of your Storyteller or other graphics.

Just make sure that the title is Readable – not to small, not too big Title safe – make sure that it is not too

close to the edge of the viewing area High Contrast – white on black or black

on white. Appropriate for your story– don’t use

bright colors and crazy text styles just for fun! Choose colors and fonts that match your story.

Creating your end credits Your end credits should include the following information:

Story by Storyteller, your name, anyone else

who played a major role in Story Shaping

Produced by

Your name, anyone else who played a major role in Production

Special thanks to

Names of those who assisted with the project, including your Advisors. Ask your Storyteller if he or she wants to

thank anyone

Image Credits Names of all your image sources.

Start with your Storyteller, then list the rest in alphabetical order. Only list each source once (no matter how

many times you use it)

Music For each music source:

NAME OF SONG/PIECE Composed by (COMPOSER NAME) Performed by (PERFORMER NAME)

We also request that you include:

Produced using the Digital Clubhouse Network’s

Digital StoryToolkit www.digiclub.org

The end credits can be displayed as a scroll, or as a series of titles on the screen.

Your video editing program should include a tool for creating titles. You can find links to free software, demos and helpful information in the Online Resources, under Production Resources – Video Editing


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Completing your Final Cut This lesson will teach you how to complete video editing for your Digital Story.

Completing your Final Cut To complete your Final Cut:


Video Editing Example 6 – Final Cut While you are watching this clip, compare it to the Editing Example Storyboard.

2. Save a new copy of your Effects Cut video project file into your Project Folders under: Production > Editing. We recommend that you include “Final Cut” in the file name.

3. Import your opening title and end credits into your video project file

4. Add the opening title and end credits to your Digital Story

5. Make any final changes and edits to your Digital Story. Remember to update your Storyboard.

6. While you are working, you may change your mind about something you planned in your Storyboard. Go ahead and make this change! Just remember to update your Storyboard.

7. When you have completed your Final Cut, evaluate it using the Final Cut Evalution worksheet.

8. Edit and update your Final Cut to meet the requirements of the Final Cut Evaluation.


Storyteller Approval: Final Cut Share your Final Cut with your Storyteller to make sure that it meets his or her approval.

(If you have already received the Storyteller’s approval for the Rough Cut, this should be a simple process). Note changes he or she suggests in a copy of your Storyboard.

If possible, make these changes. If you believe that these changes would be small improvements that they would require a lot of extra work, explain the situation to your Storyteller

Creating two versions (OPTIONAL) You may have decided to produce two versions of your video: a copyright-cleared version to submit to our program headquarters, and a personal version for you and your Storyteller (refer to the lesson, Introduiiton to Video Editing)

You should have completed one of these two versions. To create the second version.

1. Save a new copy of your video editing project file.

2. Make your desired changes to this new video editing project file

3. Save these changes.



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Lesson Production Presentation

Exporting your video This lesson will teach you how to output your video for your Digital Story.

As you learned in the lesson, Introduction to Video Editing, you must export or output your video from your video project file so that your Digital Story can be viewed by others.

You may have already exported a low-quality or preview version of the video during the video editing process. To output your final video:

4. Make sure your Digital Story meets the requirements of the Final Cut Evaluation worksheet.

5. Follow the instructions in your video editing software to export or output the movie.

6. Use the guidelines on the right to help you output your video to different formats.

Submission formats To submit your video, make sure it is in one of the following formats:

Data DVD or CD

Output your video as a .mov, .avi or .mpg file. It should be 640 x 480 in size, and either 15 or 30 frames per second. Save a copy of this to a data DVD (in some cases, your project may be small enough to fit on a CD). DO NOT submit media DVDs!

Mini-DV (Digital Video Tape)

Export your video to the correct format for transferring (look for the DV-NTSC; 29.97 fps option). Connect your Digital Video camera to your computer. Make sure that it is set to the “VCR” or “Playback” option. Record the video to the Mini-DV tape.

Other formats Use these formats to create copies for your Storyteller and your personal use.

Media DVD

Follow the instructions for your video editing software and your DVD burner.

VHS

Your Storyteller may need a VHS (standard videotape) version of the Digital Story for his or her personal use. The easiest way to create a VHS version is to output a DVD or Mini-DV version, and then connect a VCR to your DVD player or your Digital Video camera to record the video.

Refer to the instructions for your specific video editing program. You find links to free software, demos and helpful information in the Online Resources, under Production Resources – Presentation


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Lesson Production Presentation

Archiving your Project This lesson will teach you how to organize and save your Project Folders files.

Now that you have completed your Digital Story, you must clean up and archive your Project Folders and the files they contain.

This is very important if you want to make changes or re-export your video in the future!

Clean up your Project Folders Make sure your Project Folders contain the following files:

Story Shaping

Research Updated interview questions and other

research related materials (optional)

Concept Concept Statement

Script Final Script

Storyboard Final Storyboard

Production

Audio All voiceover, music and sound effects

files, placed in the correct sub-folders

Visuals All images, titles and other visuals,

placed in the correct sub-folders

Editing Voiceover Cut, Rough Cut, Effects Cut

and Final Cut

Presentation Exported movie files

Archive your Project Folders Once you have cleaned up your Project Folders, you should save additional copies of these folders. We recommend burning your files to two data DVD/CDs as well as keeping copies of them on your computer hard drive or an external hard drive (if possible).