Developing Stories With Maps

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We've seen how the by-product of a mapping exercise can be the creation of a sentence that tells a story. It seems natural, then, to use mapping when our goal actually is to tell a story.

Whether creating a written short story, a slide show, a video or anything else that has a "plot," mapping can help kids understand the patterns involved and develop basic concepts, especially when working together in teams. Suppose, for example, that you've divided the class into several teams of five people, each charged with creating a short video. Although kids may instinctively understand concepts like "story" and "plot," you have to help them grasp the ideas intellectually as well so that they can consciously plan a story. Mapping will help improve their understanding and provide a brainstorming vehicle for generating ideas.

Note that the following example introduces a process different from the usual mapping exercise. Because the class is working in teams, each team will create unique maps but ones that are still based on a common template of questions. As a result, you first do an abbreviated map with the entire class to demonstrate the questions and get them started, then alternate such full-group work with periods in which each team works on its own version. A big advantage to this technique is that team members develop and display their own leadership and collaboration skills.

Materials and Equipment: 
A large pad of white paper at least 2' x 3' (preferable) or an erasable whiteboard or blackboard.
At least four different colors of markers or chalk, as suitable for your display board.
Similar large pads or several sheets of paper & at least four colors of pens for each team.
Activity Steps: 

All stories have three basic elements: a problem, a solution and a method by which the solution is achieved. Everything else is elaboration. Mapping (and, to a degree, webbing) can help develop stories at this simple level of plot. The three elements of problem, solution and method will form the basis of the map.

Follow the general process for creating maps, but this time, because your main goal is to model rather than collect ideas, discontinue each brainstorming stage after only a few suggestions, once you're sure the group understands the concept behind each mapping step. Of course, before doing any of this work, be sure to prepare the group by explaining the problem/solution/method structure and showing them examples from your chosen medium, whether it's a book, video or something else.

Step 1: Ask for ideas about a problem. You may want to leave it as broad as the example in the following graphic, which illustrates ideas such as "I'm hungry but have no money" and "My bike broke just before I had to get to basketball practice." (Yes, you can abbreviate ideas into keywords as shown.)

 

You may have reasons for structuring or guiding the questions and responses, such as "What is a problem in your neighborhood?" or "What is the hardest thing to do in school?" As ideas are suggested, write them in the center of your large map in front of the class. For space reasons, keep the number of suggestions small, and stop once you're sure the kids understand the concept. Now, give them some time in their groups to come up with their own ideas and team maps, perhaps 10 minutes.

While the children are working, circulate among their teams and spend some time with each group. Don't interfere or sidetrack them, but do answer questions, offer positive reinforcement, and make sure that they both really understand the question and are working effectively as a team.

Step 2: Call the teams back together and ask people to share some of their ideas. You may want to add some of the ideas to your group map. Draw a circle around the ideas and ask your second question. Again, the example is straightforward, asking simply for direct solutions to the problems. As always, you may want to provide more guidance (e.g., "What is a solution to the problem that involves another person?" or "How can you, personally, solve it?" or "How can it be solved without spending money?") Just be sure to keep it simple. Again, collect a few ideas, write them on the map and stop once you see that the kids understand. Send them back to their teams to work on this step, and give them a bit more time to get creative.

Step 3: Repeat the process, this time with a question that involves achieving the solution. For example, "How can we fix the bike?" One answer might be, "By getting a friend to help." Not exactly a cliff hanger, but it is a story—My bike broke just before I had to be at basketball practice so I found the manual and tried to fix it, but I couldn't, so I called a friend to help and we did it just in time.

After this round, let the kids discuss their story kernels in teams, elaborate on them and make a selection to pursue. This is one time when you might want to add additional rounds or maps to the process, asking such questions as where or in what form the solution comes. Don't try to make each map too complicated, however. It's a great tool for structuring the basics, but not for coming up with twists and turns in a complicated plot. Once a basic story has been selected, it's time to turn to other techniques like webbing, outlining and storyboarding. That kernel story about the broken bicycle could go much further.

Make sure that kids have picked ideas that are practical for them and their medium. Although a story about seeing a flying saucer would make a great written piece, doing a video might be beyond the capabilities of five 8-year-olds with a digital camera. Then again, maybe it won't be. Never sell kids short.