I – Towards the management of diversity in the classroom
I.1 – This handbook
I.2 – The DIVERSE project
I.3 – The current challenges
I.4 – Opening up the classroom
II – Drama in Education
II.1 – Introduction to the theory
II.2 – Description of the method
II.3 – Three lesson plans
II.4 – Some more tools
II.5 – Resources
III – Digital storytelling
III.1 – Introduction to theory
III.2 – Description of the method
III.2.1 – Aims of the method
III.2.2 – Application across the curriculum
III.2.3 – Resources and technology requirements
III.2.4 – Creating characters (sprites) and backgrounds (backdrops)
III.2.5 – Moving the characters
III.2.6 – Creating a dialogue between two characters
III.2.7 – Creating a story (a sequence of scenes)
III.2.8 – Possible issues
III.2.9 – Making the story collaborative
III.2.10 – Organization. Different collaborative options
III.3 – Three lesson plans
III.4 – Some more tools
III.5 – Resources
IV – Folktales
IV.1 – Introduction to theory
IV.2 – Description of the method
IV.3 – Two lesson plans
IV.4 – Some more tools
IV.5 – Resources
V – References
III.2.2 - Application across the curriculum
Scratch is not only designed as a tool to teach programming, but as a programming environment that can be used in a cross-curricular way. It doesn’t matter if we are in a language class, a math class, an art class or a science class. Scratch allows us to create stories, games, artistic projects, simulations and a long list of projects where the disciplines are mixed and interconnected.
When we use Scratch for Digital Storytelling, children are learning a language (writing the story script and dialogues), learning art (while drawing the storyboard, characters and backgrounds), technology (because they have to program the animation and movements), global citizenship (because they interact with children from other countries), etc. In addition, they develop skills related to creative thinking, critical thinking, teamwork, curiosity, empathy, etc.