Storybird offers students the capability to write their own dialogue in a comic strip using a wide variety of stimulus comics. This stimulus based material gives multiple avenues for fostering creativity within the elements of creativity; inquiring, generating ideas, reflection on thinking and processes, analysing, synthesising and evaluating reasoning and procedures (ACARA, 2018). Storybird allows students to explore how different meanings can be made from the same visuals using their own interests as basis for the events of the comic. Teaching using student interest is key in creating a natural learning environment (Cress & Holm, 2016) and furthermore is a crucial element of fostering creativity (Hennessey & Amabile, 2010).
Considerations for using Storybird in The Classroom
Using Storybird in alignment with teaching pedagogies is crucial in creating an effective lesson. Technology has the capacity to establish a more effective learning environment (Eristi, Kurt & Dindar, 2012) and therefore should be used exclusively to enhance understanding further than traditional methods. Storybird has useful applications for teaching English as a Second Language (ESL) where concise and accurate word choice is crucial for conveying the intended meaning (Zakaria, Yunus, Nazri, & Shah, 2016)
When considering the NSW curriculum, Storybird can be used in in the English syllabus in terms of students creating persuasive texts, editing and reflecting on their word choice to convey meaning (NESA, 2019). However in the circumstance of creating cross curricular activities storybird may limit the student engagement in a Visual Arts activity of creating their own comic strip. If students have previously used Storybird, they may wish to skip the ‘Making’ aspect of the activity (NESA, 2006). Therefore creating potential disengagement with the creative arts syllabus in favor of easier avenues of fulfilling the task.
Teachers Experience using Storybird
Teacher Laura Giacomini (2015) explored and reflected upon how Storybird visibly increased participation and interest in creative writing. Giacomini started with an unmarked assignment of creating a multipage comic strip where she recorded an unprecedented increase in engagement with students asking if they could “write another” when they finished early (Giacomini, 2015).
Giacomini’s account of using Storybird in her classroom highlights the increased engagement derived from a wide choice of stimulus and the increased element of interest which is crucial for fostering creativity within the classroom.
References:
Australian Curriculum, Assessment and Reporting Authority [ACARA] (n.d.) Critical and Creative Thinking. Available at: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/
Cress, S., & Holm, W. (2016). Creative Endeavors: Inspiring Creativity in a First Grade Classroom. Early Childhood Education Journal,44(3), 235-243.
Eristi, S. D., Kurt, A. A., & Dindar, M. (2012). Teachers’ Views about Effective Use of Technology in Classrooms. Online Submission, 3(2), 30-41.
Giacomini, L. (2015). Teaching Techniques: Using” Storybird” in Young Learners’ Creative Writing Class. In English Teaching Forum (Vol. 53, No. 4, pp. 35-37). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
Hennessey, B., & Amabile, T. (2010). Creativity. Annual Review of Psychology,61(1), 569-598.
NSW Education Standards Authority. (2019). English k-10. Stage statements. Available at: http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10/stage-statements
NSW Education Standards Authority (2006). Creative Arts k-6 Syllabus. Available at http://educationstandards.nsw.edu.au/wps/wcm/connect/c19a0ed2-4310-481d-ad6b-a6acadad42b3/k6_creative_arts_syl.pdf?MOD=AJPERES&CVID=
Zakaria, S., Yunus, M., Nazri, N., & Shah, P. (2016). Students’ Experience of Using Storybird in Writing ESL Narrative Text. Creative Education,07(15), 2107-2120.
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