Chapter Nine More Story Maps

Examining all the various ways to create a story map in the process of telling a story was an interesting way to compare and contrast methods of telling a story. I agree that Aristotle’s story map is simple yet powerful when using it to explain to people how to construct a story in a way that would have audiences interested.  Furthermore, the idea of using story forms as a way to construct lesson plans to intrigue students in the learning process seems like a logical and practical idea.  However, I wonder how effective this is in all subject areas’s and with older students?  I know when I am teaching economics and graphing of supply, demand and the market that it would be rather difficult to incorporate Egan’s idea of applying story forms to the lesson. Furthermore, I agree with the assignment of having students view shows, commercials, and asking family members to recall stories as a way to start to reenforce the processes of storytelling.  I agree with this quote, "Story is like air. It's big, it's everywhere, and we need it to stay alive,”  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 123). Kindle Edition.