Setting the scene and creating characters.

For our first input we were briefly told about Storyline as Fi wanted us to experience it for ourselves. This left me feeling quite uneasy as I like to know exactly what we are doing. If I were doing this with a class I do not think I would explain Storyline to them as I think it is unnecessary, but I would give them an itinerary of the types of things we would be doing. I think that it is important for children to know exactly where they are going and feel that this could still be done without giving too much away. I also think that by knowing what direction you are heading in allows you to start thinking about it.

Our first task was to choose our setting. We were given the option of a number of pictures of different schools. We voted as a class and the picture which gained the most votes was small rural school set on the edge of a loch: very idyllic.

In a class situation I would spend longer on setting the scene. The children could make their own designs, a debate could be held to help decide which designs would be best, different designs could be merged before making a final vote. Bell and Harkness (2006, p.9) state that “it is worthwhile spending time on these early episodes; investment in the setting and characters of a storyline topic pay dividends later”. I believe that the longer children spend on this section the more attached and involved they become in the whole process giving them a sense of ownership which in turn will keep them motivated.  

Our next task was to choose a name and badge for our school. We went about this in a similar manner. In the groups we sat in we came up with a name and badge then as a class voted for the best. Before deciding we discussed what would make a good badge, such as bright colours, simple design, text... We even talked about costing for embroidering it onto school jumpers. I feel this could be taken much further with a class enabling deep, relevant learning. We were alreading becoming attached to our new school and I can see how well this would work in the classroom when spending a longer period of time on it. Our new school was named Lochside Primary School and here is our badge.

The final part to this input was for us to work on our own to create our characters. Each of us had to create a teacher for the school. This terrified me as I was not expecting it and we did not have long to do it, but maybe it was just what I need to be able to let go and get on with? I managed the task and created my character. When doing this in a class situation, again it would be done over a much longer period of time allowing all the children to really think about their choices. I believe when children create strong characters they adopt specific and strong views which can add to the Storyline later on. 

References

Bell, S. and Harkness, S. (2006) Storyline - Promoting Language Accross the Curriculum. Hertfordshire: UKL.