In the Spring Semester of 2018 at 绵阳师范学院 (Mianyang Teachers’ College), I explored storytelling with my Sophomore classes. I guided them each week through the basics of the hero’s journey, genre, and sequencing toward a final group project. The project was to form a story, write the dialogue, and finally film themselves performing their story.
Grading the final project was a huge undertaking for me, as I taught 4 Sophomore classes–with around 40 students each–which when divided up into groups, I still had 40 videos to watch and grade.
It was worth it.
The end result was amazing, a testament to their capabilities and creativity. I asked the short films be 3-5 minutes in length, each person in the group needed to say something, and they were required to submit a written dialogue with the video. Some groups went above and beyond what I expected, utilizing the campus, classrooms, their dorm rooms, even nearby housing–one group even asked my permission to make a longer video that ended up being over 12 minutes, an adaptation of a famous legend complete with costumes filmed at at local Buddhist temple, and included credits with outtakes. Several other groups adapted Chinese legends, there were stories of love and jealousy, one group altered the ending of Romeo and Juliet, while some groups did variations of ghost/vampire/zombie stories. Many groups included their dialogue as subtitles. One group showed two friends supporting another who had become depressed and wanted to commit suicide. This one was poignant because there had been a suicide on campus the previous semester, which had been quickly hushed by the administration.
Here are screenshots from some of videos.
Before writing dialogues, we explored examples of genres and movie plots and they selected what type of story they wanted to tell then mapped the basic sequence of events. Below is the work from a group whose story was about a ghost that haunted a bathroom because she needed help solving her murder. Solid original work and excellent make-up in the video as well.
I also included in-class storytelling when students came up with a story on their own modeling the hero’s journey. This young woman enthusiastically raised her hand to share, not hesitating to use the blackboard to illustrate her story.
Two years have since passed, and this semester with the films I have kept, remains one of the lasting memories of my time teaching in China.