I think I have heard of these mutlimedia story telling things......

Defining and Discussing Digital Storytelling: Helping Teachers See, Think, and Talk About Digital Storytelling

As I was reading thorough this chapter it became very obvious that I have heard of something similar to an emotionally engaging education and multimedia story telling experience. I sifted through my classicist database of info in the depths of my brain that has been pushed back with all the compelling insurance information I have pile don top of it and remembered the Greek word aoidos (ἀοιδός). This work means singer in Greek. As many of you probably know most stories were passed down through oral story tellers. In ancient Greek these were told to a melody and a cadence. There were lot of these cadences but the most popular is "iambic pentameter" because it was used in one of the most famous stories the Aeneid. Iambic pentameter consists of a number of long and short syllables that dictate how the line is read based on how the consonants and vowels slow together int he line. The story tellers would remember this in the same way we all know every word to some random stupid song but can't remember vocab words to save our lives. 

By making the stories into long songs people remembered them and would pass them along. This is combining the theatrical involved performance of the story teller and the music since they are singing the story with valuable content. Stories such as the Aeneid not only taught national history and mythology but it also taught values and cultural lessons critical or anyone participating in society. (as a side note the Aeneid is Latin and the Odyssey is Greek but both cultures had similar storytellers but the roman story tellers came from the Greek storytellers)check out this video you will see what I mean.

If all this multimedia stuff worked for the ancients I am guessing it still applies...only with technology. But as Ohler has said, we want to add technology to storytelling in order to improve and enhance it not necessarily change the process.

In direct response to the reading I think it is helpful to give students guidelines for the project to help guide them to create what you are looking for in a specific example. I think placing too many restrictions of them in terms of what % of the video can be a certain type of music may bog down the process and restrict some of their creativity. I think solid examples provided at the beginning of the session a a few clarifying comments like "don't put music in the video that may detract from the meaning" may suffice.