I-imagine+DocuDramas

====// The future is not a result of choices among alternative paths offered by the present, but a place that is created. . . created first in the mind and will, created next in activity. The future is not some place we are going to, but one we are creating. //~ [|John H. Schaar] ====

[[image:Vision Video Prompt.009.jpg width="364" height="397" align="right"]]
====I first experienced "scenario writing" as part of my training in-depth to conduct **Future Searches** and then applied the process for numerous visions events with schools and communities. Whole groups of people would be gathered [500-200] to write a "best" future story for kids, learning, and technology AS IF it had already happened. They were to step into the shoes of a perspective writing a personal narrative of ONE day in the future when everything is solved, overcome and bringing best solutions or results. //The personal narrative uses story-based elements SOOOO real as to be imagined truly possible. ~ // Bernajean ====

====**I-imagine** delivers a personal narrative using a mash-up style of "scenarios" and "docudramas" into personal narratives stepping into their future self twenty-years from now. Docu-dramas are non-fiction, personal narrative stories with rich and thick researched facts woven into a memorable plot, setting, characters, and dénouement [story elements.] These narrative tales are told AS IF you lived in the time or experience either as a person or as object using first person and present tense. This personalized style uses the classical story plot to bring facts and experiences ALIVE into illuminated understandings delivering an explicit reflective connection (lesson learned, wisdom, or understanding gained) of self, community or humanity. ====

**Task Overview:**

 * Students create an imagined narrative FUTURE story called a “docu-drama” that will be spoken aloud or recorded AS IF they are already living their future NOW. A docu-drama unfolds ONE day giving most of your story space to how your light is shining NOW and then “back-fills” with tidbits of how you got there knowing this story's life problems have already been solved. This is a HUGE mind set shift for kids to imagine all the barriers were conquered. Students can use the technique of creating flashback scenes or maybe tucking a phrase of information into descriptions of what is happening now.


 * Facts are invented rather than researching them like other docu-dramams but . . . “showing not telling” still a key feature using VIVID vocabulary, music, images and sound effects to immerse an audience into an imagined future. Details are created so-o-o-o real that your audience falls into believing it along with you.


 * The lesson learned for their invented future story has a special twist. The older self reflects on lives journey thus far and passes along some advice or wisdom to their younger self on how to reach this future. It's a kind of inner pep talk. Kids had a lot of fun making these final scenes into media events. But their words of wisdom already began echoing in their daily lives!

Julie Jaegar's Future Visions [Minot, ND]

 * Meet Trinity. . . . **

media type="youtube" key="Dl_iM4J9nSY" width="364" height="283" align="left"

Mardi Hagar's Sixth Grade Future Visions [Nellie Coffman MS]

 * Meet Amanda . . . . **

media type="youtube" key="JIuH-K1FucU" width="392" height="219" align="left"


 * Meet Sandra . . . . **

media type="youtube" key="Ft5Rt7yOKxw" width="392" height="219" align="left"

Ron Winter's Sixth Grade Future Visions [Nelli Coffman MS]

 * Meet Pedro . . . . **

media type="youtube" key="APwxQNlWLL4" width="448" height="251" align="left"


 * Meet Kenia . . . . **

media type="youtube" key="OCIga2HE9MM" width="448" height="251" align="left"