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Learning and intergenerational communication through digital storytelling in the first grades of primary school: Yesteryear Jobs Cover

Learning and intergenerational communication through digital storytelling in the first grades of primary school: Yesteryear Jobs

Cultural Science
Volume 8 (2015): Issue 2 (December 2015)
By: Efthalia Mouchtari,  Michalis Meimaris,  Dimitris Gouscos and  Maria Sfyroera  
Open Access
|Oct 2015

Figures & Tables

Figure 1

Cabby with horse.
Cabby with horse.

Figure 2

All 78 schoolchildren dancing.
All 78 schoolchildren dancing.

Figure 3

Elder talking to children about yesteryear jobs.
Elder talking to children about yesteryear jobs.

Figure 4

Children trying to create their digital story.
Children trying to create their digital story.

Figure 5

Talking about the digital story.
Talking about the digital story.

Figure 6

After filming the digital story.
After filming the digital story.

Figure 7

Aggregated answers of schoolchildren participants to question #1: “Do you have a computer in your house?”
Aggregated answers of schoolchildren participants to question #1: “Do you have a computer in your house?”

Figure 8

Aggregated answers of schoolchildren participants to question #2: “If yes, do your parents let you use it?”
Aggregated answers of schoolchildren participants to question #2: “If yes, do your parents let you use it?”

Figure 9

Aggregated answers of schoolchildren participants to question #3 (corresponding to RQ1): “I learnt about Yesteryear Jobs”.
Aggregated answers of schoolchildren participants to question #3 (corresponding to RQ1): “I learnt about Yesteryear Jobs”.

Figure 10

Aggregated answers of schoolchildren participants to question #4 (corresponding to RQ2): “I learnt something from the things that the elderly said”.
Aggregated answers of schoolchildren participants to question #4 (corresponding to RQ2): “I learnt something from the things that the elderly said”.

Figure 11

Aggregated answers of schoolchildren participants to question #5 (corresponding to RQ3): “I learnt how to make a digital story”.
Aggregated answers of schoolchildren participants to question #5 (corresponding to RQ3): “I learnt how to make a digital story”.

Figure 12

Aggregated answers of schoolchildren participants to question #6 (corresponding to RQ4): “Which activity did you like better?” (81% for “digital storytelling”, 57% for intergenerational stories, 72% for theatrical performance, 53% for painting, 36% for songs)
Aggregated answers of schoolchildren participants to question #6 (corresponding to RQ4): “Which activity did you like better?” (81% for “digital storytelling”, 57% for intergenerational stories, 72% for theatrical performance, 53% for painting, 36% for songs)

Phase II: First intergenerational contact through digital storytelling_

TimeActivitiesPlaceParticipantsDuration
May-Jun 2011Shooting for the digital storySocial Center For the Elderly2 elderly people4 hours
Selecting photographs, music and effects for the digital storyIn-class21 schoolchildren10 hours

Schoolchildren participants in the research project_

Grade and AgeSchoolNumber of ParticipantsProject phases
Primary school, 7 year old (1st to 2nd grade)15th Public Primary School of Piraeus, Athens, Greece21I, II, III, IV
Primary school, 7-10 year old (1st to 4th grade)15th Public Primary School of Piraeus, Athens, Greece57 additionalIII

Elderly participants in the research project_

AgeInstitution of OriginNumber Participants ofProject phases
+75Social Center for the Elderly of the Municipality of Nikea–Rendi, Athens, Greece2II
+65Theatrical Group of the Municipality of Nikea–Rendi, Athens, Greece2III, IV

Phase IV: activities of the last part of the research project_

TimeActivitiesPlaceParticipantsDuration
Nov 2011Preparatory activities Visit to the The Folklore Hall of the Benaki Museum in Athens Group painting on the theme of Yesteryear JobsBenaki Museum in-class21 schoolchildren6 hours
Jan 2012Digital storytelling video about the theatrical performance, to invite the elderly back to school choosing sounds, effects, music, voice recording, presentation to fellow studentsClassroom21 schoolchildren10 hours
Feb – Mar 2012Intergenerational creation of a final digital storySchool hall & classroom21 schoolchildren 2 elderly people10 hours

Phase I: Preparatory activities_

TimeActivitiesPlaceParticipantsDuration
Apr 2011School lessons on Greek language and nowadays jobsIn-class21 schoolchildren5 hours

Phase III: Creation of a theatrical performance_

TimeActivitiesPlaceParticipantsDuration
May-June 2011Theatrical games – choosing roles – create scenery – rehearsalsClassroom78 schoolchildren31 hours
June 2011Intergenerational meeting and common rehearsalSchool hall78 schoolchildren 2 elderly people3 hours
June 2011Theatrical performance: Yesteryear JobsSchool hall78 schoolchildren 2 elderly people25 mins
DOI: https://doi.org/10.5334/csci.82 | Journal eISSN: 1836-0416
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Language: English
Page range: 63 - 77
Published on: Oct 31, 2015
Published by: Tallinn, Erfurt University
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
digital storytelling,
theatrical games,
primary school,
active ageing,
intergenerational communication,
intergenerational literacy
Related subjects:
Computer sciences,
Human-machine interaction,
Cultural studies,
Cultural theory,
General cultural theory,
Topics in cultural studies,
Human-animal studies,
Linguistics and semiotics,
Semiotics,
Biosemiotics

© 2015 Efthalia Mouchtari, Michalis Meimaris, Dimitris Gouscos, Maria Sfyroera, published by Tallinn, Erfurt University
This work is licensed under the Creative Commons Attribution 4.0 License.

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