Page 123

Venice, write a fanciful study of local bugs. They discuss things that matter to young and old alike: life, death, the nature of God and of love. “On an island,” thinks the grandmother, “everything is complete.” In The Summer Book, Jansson creates her own complete world, full of the varied joys and sorrows of life.

The students then retold the stories and shared their individual stories and created a digital story individually or in small groups using the seven steps of storytelling. The students found a frame for their stories and shared them in the group and reflected on them.

Tove Jansson lived for much of her life on an island like the one described in The Summer Book, and the work can be enjoyed as her closely observed journal of the sounds, sights, and feel of a summer spent in intimate contact with the natural world. (www.

The seven steps of digital storytelling61: 1 Owning your insight 2 Owning your emotions 3 Finding the moment 4 Seeing your story 5 Hearing your story 6 Assembling your story 7 Sharing your story

The students then interwove a vignette with a personal story (individual or in group of four). They were given a number of prompts: • Tell the story of a decisive moment in your life; • Tell the story of a mentor or hero in your life; • Tell the story of a time when things in your life were not going so well and you felt really scared; • Tell the story of a time in your life when things worked out much differently than you expected; • Tell the story of a “first”: first love, first day on a job, first time trying something really difficult; • Tell the story of a moment in time when you knew you would never be the same again.

Secondary and primary school pupils The pupils read Tove Jansson’s ‘The Summer Book’. Three CREOS students specialising in secondary education assisted a class of secondary school students (16 years old) in creating their own digital stories. The digistories were presented to the parents. In the primary school, 17 international student worked with a group of 46 children (12 years old), each student assisted 3 or 4 children in creating their own digital story. The 5 Belgian students acted as interpreters when necessary. The stories were presented to the parents and grandparents.

61 Lambert, J. Digital Storytelling Cookbook. Berkeley: Center for Digital Storytelling, 2010. Contributions by Hill, A., Mullen, N., Paull, C., Paulos, E., Soundararajan, T. & Weinshenker, D.


TALES manual - English version  
TALES manual - English version