Make a movie
All of the Global Goals
Digital storytelling – make a movie
In this activity the students will learn about the UN’s 17 Global Goals by working with digital storytelling. At first, they will learn how digital storytelling can produce small, personal stories that we do not typically see in the media. They will also learn how these small visual stories can affect us differently than a factbased text can. Afterwards, the students will produce a story themselves concerning the Global Goals that they find most important. Next they will get at story-buddy. Story-buddies help each other in all aspects of the movie-making, from the actual making of the movie to getting their best stories out, and being ready on time for presenting to the class.
13 – 21 years old
– Knowledge about storytelling
– Knowledge about visual effects
– Knowledge about the Global Goals
– Reflection upon a topic
– To give and receive feedback
Lifelong learning key competences
Social and civic competences
Make on introduction about digital storytelling.
Make an introduction to the Global Goals by playing the SDG Bingo or the SDG Quiz and Swap. You can also find information about the SDGs on: http://www.undp.org/content/undp/en/home/sdgoverview/post-2015-development-agenda.html
– Introduction to storytelling
Show the movies below which illustrate that digital storytelling may generate small, personal stories that we do not typically see in the media and which fall under one or more of the Global Goals
First day as a Muslim (regarding goal 4.7, 4.a, 10.2, 10.3)
Under the rug (About gender policy and gender equality – goal 5)
Discuss the different tools and effects used in the videos and how they affect the viewer.
Make a list of good ideas for making these kinds of videos.
– Each student picks a goal. They will then make a short movie by using digital storytelling that presents and discusses the goal. Their starting point must be personal.
– Which goal do you find most important?
– What should the focus of your story be?
– Read about the goal and think about the possibilities.
– Divide the class in pairs:
Story-buddies. You and your story-buddy must help each other make the movie and help each other to get the best stories out, and be ready on time.
– Make a storyboard and find pictures.
What kind of pictures could you use in your story? Focus on visual expression, own recordings, artwork and accent.
Talk about ethics when showing photos – what photos are okay to show to get your message across? Also consider the legal aspect of using pictures found on the internet – are you allowed to use those pictures or are they protected by copy rights?
Make the storyboard.
– Story circle
The students get together in groups of approximately 10 people. One by one they read aloud their stories. When one is finished, the rest of the group gives feedback, and then continues to the next. Consider the feedback – and make changes in your storyboard based on it.
Shoot the movies with help from your story-buddy (perhaps an introduction to the editing program is needed)
– Presentation of the videos
Watch the finished videos together – and give constructive feedback.
Complete the reflection work sheet. The first part of the work sheet is to be completed before class, but the remaining parts are to be used for summing up and evaluating the theme in class.
Follow up suggestions
– What is the background for the SDGs?
– Is it realistic?
– Which one of the goals do you find most important? Why?
Look at the other exercises connected to the SDGs
Ideas for Actions
Find the “170 good ideas for daily actions to transform our world” here: http://www.youneedtoknow.ch/
About the sdgs http://www.undp.org/content/undp/en/home/sdgoverview/post-2015-development-agenda.html