Difference between revisions of "Mastering-Communication/C2/The-Power-of-Storytelling/English"

From Script | Spoken-Tutorial
Jump to: navigation, search
(Created page with "Title of the script: '''The''' '''Power of Storytelling''' Author: Saisudha Sugavanam, Bella Tony Video and animation: Khushal Singh Rajput Graphics by: Rohit Bhasi Subjec...")
 
Line 38: Line 38:
 
Let’s figure it out in this tutorial.
 
Let’s figure it out in this tutorial.
 
|-
 
|-
−
|| Hand bringing the Question mark icon sticker on the screen from the bottom to center in motion
+
|| Hand bringing the Question mark icon sticker on the screen from the bottom to center in motion.
 
|| So what is storytelling?
 
|| So what is storytelling?
  
Line 46: Line 46:
 
|| It is done often through words, images, or actions.
 
|| It is done often through words, images, or actions.
 
|-
 
|-
−
|| Show an audience sitting in an auditorium.''' '''
+
|| Show an audience sitting in an auditorium.
 
|| It is done to engage and grab the attention of the audience.
 
|| It is done to engage and grab the attention of the audience.
 
|-
 
|-
−
|| Hare and the tortoise story image
+
|| Hare and the tortoise story image.
 
|| It involves creating an interesting plot with well-developed characters.
 
|| It involves creating an interesting plot with well-developed characters.
 
|-
 
|-
−
|| Hare and the tortoise story image with totoise in the front.
+
|| Hare and the tortoise story image with tortoise in the front.
 
|| A plot normally has events with twists and turns for the characters to encounter.
 
|| A plot normally has events with twists and turns for the characters to encounter.
 
|-
 
|-
Line 60: Line 60:
 
|| Image of man and lady with hand gestures.
 
|| Image of man and lady with hand gestures.
  
−
Show an audience sitting in an auditorium.''' '''
+
Show an audience sitting in an auditorium.
 
|| These elements evoke emotions amongst the audience and helps them connect with the story
 
|| These elements evoke emotions amongst the audience and helps them connect with the story
 
|-
 
|-
−
|| On the other end show a person sta]nding in front of a microphone next show a screen with an action sequence or group of dancers performing.  
+
|| On the other end show a person standing in front of a microphone.
 +
 
 +
Next show a screen with an action sequence or group of dancers performing.  
 
|| This makes storytelling a powerful medium for communication and entertainment.  
 
|| This makes storytelling a powerful medium for communication and entertainment.  
 
|-
 
|-
−
|| Show moving emoticons and make a collage of all the three images and transition to an equal to symbol sign with a text box saying ‘messages’.
+
|| Show moving emoticons.
 +
 
 +
And make a collage of all the three images and transition to an equal to symbol sign with a text box saying ‘messages’.
 
|| Are you now wondering where storytelling can be useful?  
 
|| Are you now wondering where storytelling can be useful?  
 
|-
 
|-
Line 76: Line 80:
 
|| Stories help us remember better.
 
|| Stories help us remember better.
 
|-
 
|-
−
|| Mother reading a book’ + ‘Child listening’ graphics move towards each other from the side (outside of the screen) to the center on the screen.
+
|| Mother reading a book’ + ‘Child listening’ graphics.
 +
 
 +
Graphics move towards each other from the side (outside of the screen) to the center on the screen.
  
  
Line 85: Line 91:
  
  
−
Child is in the story world. Show the story background and scenes indicating that the child is imagining this while listening to the story.
+
Child is in the story world.  
 +
 
 +
Show the story background and scenes indicating that the child is imagining this while listening to the story.
  
  
Line 96: Line 104:
 
|| Let me present Newton’s law of Gravity in two different ways.
 
|| Let me present Newton’s law of Gravity in two different ways.
 
|-
 
|-
−
|| Show two particle Write down the formula of Law of gravitation Animate the above drawing
+
|| Show two particles.
 +
 
 +
Write down the formula of Law of gravitation Animate the above drawing
 
|| First as a plain definition, and then through a story.
 
|| First as a plain definition, and then through a story.
  
Line 115: Line 125:
 
|-
 
|-
 
|| An image of Newton looking up at the apple tree or show newton graphic with number 2 sticker.
 
|| An image of Newton looking up at the apple tree or show newton graphic with number 2 sticker.
 +
 
Show Newton sitting and reading a book under an apple tree.
 
Show Newton sitting and reading a book under an apple tree.
  
 
Zoom into the tree and show an apple fall.
 
Zoom into the tree and show an apple fall.
  
−
Show Newton thinking with a thought bubble and inside the bubble show the apple falling from the tree.Will this be animated in the bubble?
+
Show Newton thinking with a thought bubble and inside the bubble show the apple falling from the tree.
 +
 
 +
Will this be animated in the bubble?
  
 
|| Let us now look at presenting the same definition with a story.  
 
|| Let us now look at presenting the same definition with a story.  
Line 132: Line 145:
 
Did this event inspire him to come up with Newton’s law of gravity?
 
Did this event inspire him to come up with Newton’s law of gravity?
 
|-
 
|-
−
|| show two particle Write down the formula of Law of gravitation Animate the above drawing
+
|| show two particle Write down the formula of Law of gravitation.
 +
 
 +
Animate the above drawing
 
|| He proposed that every particle attracts every other particle in the universe.  
 
|| He proposed that every particle attracts every other particle in the universe.  
 
|-
 
|-

Revision as of 21:16, 19 March 2024

Title of the script: The Power of Storytelling

Author: Saisudha Sugavanam, Bella Tony

Video and animation: Khushal Singh Rajput

Graphics by: Rohit Bhasi

Subject Expert: Vineeta Dwivedi, S.P. Jain Institute of Management and Research, Mumbai.

Keywords: storytelling, storytelling for effective communication, storytelling for job interviews, storytelling for imagination, storytelling for better recall, video tutorial, spoken tutorial.


Visual Cue Narration
Slide 1

Title Slide

Welcome to this Spoken Tutorial on The Power of Storytelling,
Slide 2

What are we going to learn

These days we hear the word storytelling everywhere.

But what is it? Where can we use it?

Can we use it to learn better?

Connect deeply with our friends and family?

Or get our dream jobs?

Let’s figure it out in this tutorial.

Hand bringing the Question mark icon sticker on the screen from the bottom to center in motion. So what is storytelling?

Storytelling is the art of conveying a message.

show a person standing in front of a microphone. It is done often through words, images, or actions.
Show an audience sitting in an auditorium. It is done to engage and grab the attention of the audience.
Hare and the tortoise story image. It involves creating an interesting plot with well-developed characters.
Hare and the tortoise story image with tortoise in the front. A plot normally has events with twists and turns for the characters to encounter.
Image of tortoise wining the race. When we detail the personality of the characters in the story, it becomes well-developed.
Image of man and lady with hand gestures.

Show an audience sitting in an auditorium.

These elements evoke emotions amongst the audience and helps them connect with the story
On the other end show a person standing in front of a microphone.

Next show a screen with an action sequence or group of dancers performing.

This makes storytelling a powerful medium for communication and entertainment.
Show moving emoticons.

And make a collage of all the three images and transition to an equal to symbol sign with a text box saying ‘messages’.

Are you now wondering where storytelling can be useful?
‘Mother reading a book’ graphic/sticker


‘Child listening’ graphic/sticker

Stories help us remember better.
Mother reading a book’ + ‘Child listening’ graphics.

Graphics move towards each other from the side (outside of the screen) to the center on the screen.


Show a child with a hand on the forehead like he is thinking with excited face expression and bulb glowing like eureka!

Hearing a story helps us imagine what we are listening to.
An image of the mother telling a story to her child and make a thought bubble of Hare and the tortoise story on top of the child’s head.


Child is in the story world.

Show the story background and scenes indicating that the child is imagining this while listening to the story.


Show the child listening to both the hare and tortoises’ stories and show an enlightened face expression.

Stories help us understand different perspectives, and they leave a lasting impact.

Let’s look at an example of storytelling.

Graphic of Newton’s law of gravitation with elements moving. Let me present Newton’s law of Gravity in two different ways.
Show two particles.

Write down the formula of Law of gravitation Animate the above drawing

First as a plain definition, and then through a story.


Newton’s law of Gravity states that “every particle attracts every other particle in the universe.

Show newton graphic with number 1 sticker. This happens with a force directly proportional to the product of the masses.


The force is also inversely proportional to the square of the distance between them.

All okay so far?


This is one way to present the definition of Newton’s Law of Gravity.

An image of Newton looking up at the apple tree or show newton graphic with number 2 sticker.

Show Newton sitting and reading a book under an apple tree.

Zoom into the tree and show an apple fall.

Show Newton thinking with a thought bubble and inside the bubble show the apple falling from the tree.

Will this be animated in the bubble?

Let us now look at presenting the same definition with a story.

Imagine Newton was sitting under an apple tree.

An apple fell on the ground.

He suddenly thought of what could have made the apple fall on the ground.


Did this event inspire him to come up with Newton’s law of gravity?

show two particle Write down the formula of Law of gravitation.

Animate the above drawing

He proposed that every particle attracts every other particle in the universe.
Show and zoom into the tree, apple and then show the apple and ground distance. In this case, the attraction is between the ground and the apple.
Show newton graphic with number 1 sticker.

Show Newton writing

Show the Solar system and how they are connected with the force.

This happens with a force directly proportional to the product of their masses

The force is also inversely proportional to the square of the distance between them

(Expand the newton and apple image with questions on the force that brought the apple down and the impact with altered distances)

Show apple falling with force,directly proportional symbol and earth and apple graphic.

Show the distance between apple and earth.


Show a person thinking about the 1st theory in the first bubble and then the 2nd theory on the second bubble.


Show the 1st theory animation. Take the clip that shows the entire explanation from the animation.


Show the 2nd theory animation. Take the end clip that shows the relation fully from the animation.


Show an apple graphic sticker with sparks from the opposite sides coming to the center behind the apple.


Show a person thinking with a thought bubble and inside the bubble show the apple falling from the tree.


Show a comparison: a big tree with larger distance from the ground to the apple and a small tree with shorter distance from the ground to the apple.

Ok tell me, as a listener, which of the two will you remember better?

Just the plain definition of Newton's law of gravity?


Or the definition presented with the apple story?

The apple story sparks curiosity, and leaves an image in the listener’s mind.


You may wonder what made the apple fall down in the first place.

If the tree was shorter, would it impact the force?


If the apple was heavier, what would have happened?


Or - what if he was sitting under a coconut tree?


Storytelling is fun. isn’t it?

Animate graphics/stickers of camera, dance, painting, talking, singing etc. on the screen. Now let’s look at how we can use storytelling in our day to day life.
Fade out the previous screen and show a hand showing two fingers. To make you understand this better, again, I will give you two examples.
Show a student in formals on the left side of the screen. Imagine a student named Raja.
Show Raja sitting in front of his interviewers. In a job interview, he is trying to convince his interviewers to hire him.
Show him talking to the interviewers.


Show the interviewers sitting in front of the ed tech company logo. Blur the interviewers and highlight and focus on the logo. Keep the logo as ‘ed-tech’.

It is an Ed-tech Company.
Raja sitting in front of his interviewers showing some documents or highlighted documents.

Show certificates and medals on the screen.

He tells them about the marks he has scored so far.


He shows them all the certificates, and medals he has received.

Show another student in formals on the left side of the screen. Create a specific look for him to be identified as Rahul. Imagine another student by the name Rahul.
Show a vintage video reel with each reel showing different scenarios along with Rahul’s graphic.


Show Rahul talking with a talk bubble. Show the school inside the bubble.


Zoom into the school and slowly show the school blurred in the background with a vignette filter. Show a few teachers (4) standing in front with a spotlight on them from top.


Along with his certificates and medals, he tells them a story about himself.

He begins by telling them about his school in his hometown.

Show one by one the teachers disappearing or a classroom with students but no teacher. The school lacked good computer teachers during his early years.

There were many days, the teachers wouldn’t turn up.

Show two students on their bench with worried expressions talking to each other. The students would be left not knowing what to do.
Show some students sitting in a hall with the N-G-O company people wearing formals and ID cards talking to them. One day, an NGO offered to help his school.
Show the NGO people showing a computer to the students.

Rahul and students standing before computers

It’s mission was to teach computer skills to rural children using technology


With their support the students got access to good computer education.


The absence of teachers did not matter anymore


The NGO encouraged students to be self-learners.


It also improved the level of confidence in students


He told them that he wished to help students from backgrounds similar to his.


He added that this is the reason why he wants to join the company.

Show the interviewers sitting in front of the ed tech company logo. Blur the interviewers and highlight and focus on the logo. Keep the logo as ‘ed-tech’. Now let us see how the interviewers could have perceived both the presentations.
Show a student in formals on the left side of the screen


Raja sitting in front of his interviewers showing some documents or highlighted documents.


Show certificates and medals on the screen.

First let’s see Raja’s case.


The interviewers may be interviewing a lot of people.


If what is presented is not interesting, it is likely that they will forget.


Do you think it is interesting to see someone’s certificates and medals?

Next, let’s see Rahul’s case.

Remember, along with his certificates and medals, he narrated his story?

Show Rahul talking with a talk bubble. Show the school inside the bubble. Through his story, Rahul gave an idea of his early years to the interviewers.


When they heard his story, they would have imagined him as a little boy in a school

Show one by one the teachers disappearing or a classroom with students but no teacher. They would have picturized a school without teachers.


Then imagined students studying in front of a computer

Rahul used the story to help his interviewers to get an idea about his early life


He also made his intentions very clear.

Show the interviewers picture. What do you think?


Will the interviewers remember Raja or Rahul?

Show pictures of Raja. Raja would have also had a story.


Just that he didn’t choose to communicate that.

Slide showing P-A-R alphabets.


Show the audience happy along with the speaker standing in front of a microphone or screen with an action sequence or a group of dancers performing (previously shown).

This structured way to convey a narrative is known as Problem-Action-Result format.
Show PAR It will be called PAR in the following tutorials of the same series.
Show PAR Let’s break Rahul’s narration in the PAR format:
Show school with teachers. What was the problem?

In Rahul’s school there were not sufficient teachers.

Show students sitting and standing before computers.

Students holding certificates.

What was the action taken?


His school provided them access to computer education through an NGO

Show students. What was the result achieved?

He and his fellow classmates became confident self-learners.

Slide 3

Summary

Ok, Now, let us summarize.


In this tutorial, we have learnt about

the power of storytelling in our communication.

Storytelling is vast, and we have only given an introduction.


With this we come to the end of this tutorial.

Slide 4


Assignment:

As an assignment do the following -


1. Open the file Mahatma-Gandhi's-Salt-March.txt available in the code file link.

2. Read the story and categorize it in the PAR format

3. Identify the problem.

4. What was the action taken?

5. What was the result produced?

Slide 5

About Spoken Tutorial Project

The video at the following link summarizes the Spoken Tutorial project.


Please download and watch it.


Slide 6

Spoken Tutorial workshops

We conduct workshops and give certificates.

For more details, please write to us.

Slide 7

Answers for THIS Spoken Tutorial

If you have questions in THIS Spoken Tutorial, Please visit our website.

Choose the minute and second where you have the question.

Explain your question briefly

The Spoken Tutorial project will ensure an answer.

You will have to register to ask questions

Slide 8

Forum for Specific Questions

The Spoken Tutorial forum is for specific questions on this tutorial.

Please do not post unrelated and general questions on them.

This will help reduce the clutter.

With less clutter, we can use these discussions as instructional material.

Slide 9

Acknowledgement

The Spoken Tutorial project was established by the Ministry of Education(MoE), Govt of India.
Slide 10

Thank you

Thanks for watching.

Contributors and Content Editors

Madhurig

Retrieved from "https://script.spoken-tutorial.org/index.php?title=Mastering-Communication/C2/The-Power-of-Storytelling/English&oldid=56518"