Storytelling. What does Storytelling enable pupils to do?

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1 Storytelling The ancient art of storytelling is especially well-suited for student exploration. Storytelling is accessible to all ages and abilities. No special equipment beyond the imagination and the power of listening and speaking is needed to create artistic images. As a learning tool, storytelling can encourage students to explore their unique expressiveness and can heighten a student's ability to communicate thoughts and feelings in an articulate, clear manner. These benefits support daily life skills. In classrooms where there are not many storybooks or texts, storytelling can be a nurturing way to remind children that their spoken words are powerful, that listening is important, and that clear communication between people is an art. Source: Why use Storytelling? What does Storytelling enable pupils to do? Storytelling Process Storytelling Vocabulary Choosing Stories for Storytelling for the Teacher Choosing Stories for Storytelling for the Pupils Storytelling Techniques Storytelling Checklist Storytelling across the Curriculum Set up a Storytelling Day Resources Why use Storytelling? Storytelling: Stimulates the imagination Instils love of language and motivates pupils to read. Improves listening skills Improves language skills such as vocabulary, comprehension, sequencing and story recall Encourages creative writing Develops personal values about wise and unwise actions Develops decision-making and problem-solving skills What does Storytelling enable pupils to do? Storytelling enables pupils to: Develop a better understanding of themselves and the world Gain more of an internalized sense of story form Increase comprehension ability Improve self-esteem, build confidence and poise when speaking to a group Improve expressive language skills and stimulate inventive thinking Improve class cooperation

2 Storytelling Process The Storytelling process has six sequential stages. The first stage is the selection of the story that appeals to a storyteller and is appropriate for the intended audience in terms of theme and mood. The second stage is the analysis of the story s characters and plot. The third stage is the experimentation with intonation and gestures to depict the story. Telling the story through scenes, with a set introduction and conclusion, is the fourth stage. The fifth stage is the telling of the story in rehearsal. The final stage is the actual presentation to a live audience. Stage Description of the Stage 1 Selection of Story Become familiar with the story. Determine the appropriateness for the intended audience. Select a story that appeals to you. The story should be one that so captures your attention you want to share it with someone else. Read the story twice, paying attention to the plot. The plot should be easy to follow and without complexities. The theme should be apparent and not hidden. The mood should be appropriate for the audience s age level. 2 Analyze Characters and Plot 3 Experiment with Intonation and Gestures Consider the traits and personalities of the characters. How do the characters relate to each other? What purpose does each character serve in the story? How would each character look? What type of movement and voice is appropriate for the various characters? Experiment with the development of each individual character s voice and physical appearance until you are satisfied with his or her representation. Read the story aloud to discover interesting phases that must be retained for the story s complete effect. Such phrases may help the listener crate visual images. Incorporate gestures that add to rather than distract from the story. For example, the portrayal of a lion requires one to stand straight and tall; keep arms out from the sides and appear as if looking down on individuals of smaller stature. Another example, leaning over, clasping hands together, and swinging them back and forth creates the image of an elephant walking through the jungle. 4 Telling the Story Note the story s sequence of events and create an established introduction and conclusion. Take note of the primary scenes of the story. Do not memorize the story wordfor-word; instead, rely on the highlighted scenes and settings to progress through the story. Develop a set introduction and conclusion. The events in the middle can be changed but the beginning and the ending must follow the story line. Create an exciting introduction so that the listeners will be compelled to follow the story throughout. The introduction establishes the setting and the theme. For example, Once upon a time in a forest, there lived The conclusion should bring closure to the story. Detail the outcomes for all characters in such a way that listeners are not left wondering whether the story is complete. 5 Rehearsing the Story Rehearsing the story without an audience. Using a mirror or recorder, the storyteller should practice telling the story several times before presenting it to others. This requires time and several repetitions before the storyteller actually feels at ease in presenting the work to an unfamiliar audience. 6 Presenting the Story Present the story to an audience. When sharing the story with an audience, eliminate distractions as much as possible. For example, if the storyteller stands in front of a window or door facing a playground or street, the audience may have difficulty concentrating.

3 Storytelling Vocabulary Following is a list of the most common vocabulary pupils will use when discussing Storytelling. Add other words to the list; display the words on a Word Wall or a chart so pupils become familiar and comfortable with them. Character The people, animals, or other communicating entities contained in a story. Narrator A presenter or person who tells a story to an audience Plot The sequence of events from which a story, play, song, puppet show, or poem can be made. Retell To restate in one's own words Version One of many possible presentations of the same plot; a story may be original, revised, contemporary or modern.

4 Storytelling Techniques Storytelling Techniques includes information about Voice, Body Language and Composure. The more pupils practice storytelling techniques the better their stories will become. Storytelling Techniques Technique Meaning and Helpful Hints Voice Volume Can be loud and soft Voice should be heard at all times during a storytelling Watch the audience and decide if the audience can hear the story and adjust voice volume as needed Body Language Pitch Pace Silence Stance Gestures Facial Expression Can be high and low A deep sounding voice is best for storytelling A high sounding voice is used for silly characters Can be fast or slow Pace is adjusted to the story if the character is running then the pace will be fast; if the character is thinking or planning then the pace will be slow Can be a few seconds or longer Silence is used to create suspense or humour Silence usually includes no movement, no gestures, or no facial expressions Storyteller can sit or stand during the storytelling Storyteller should be higher than the audience Storyteller should be easily seen and heard by the audience Can use the movement of the body or part of the body to express or emphasize an emotion or an idea Gestures should be simple Gestures should be relevant to the story Can be used to emphasize a story Facial expressions express the mood of the characters in the story Composure Nervousness Nervousness can be controlled and eliminated with practice Use prompts such as cards, drawings, and mapping to help remember the story sequence Practice relaxing with breathing exercises Practice weak points learned using a Rubric or Checklist

5 Choosing Stories for Storytelling: Guidelines for the Teacher 1. Choose the Best Stories Style, theme and plot need to be rich and interesting to keep the listener listening and interested Choose from all genres legends, folktales, fables, fantasy, biography, poetry and so on. 2. Choose Classic Editions Select original editions Some revised and re-written versions of the classics delete details 3. Choose Stories You Like Choose a story that speaks to you personally A story you do not like will not be told in the best way as your emotional involvement will not be there. 4. Choose Stories for the Intended Audience Know your audience age, interests, attention span, and previous experience with stories Complete an Interest Inventory with the audience to identify their interests By trail and error eventually you will match the story with the audience 5. Choose from a Wide Selection of Genres Read widely within all genres Always watch for a story that you would like to tell Develop a collection of stories that fit your interest and your personal way of storytelling 6. Research Storytelling Information Collect books and short stories Collect magazines and journals Collect CD s and audiotapes Collect stories from Internet 7. Attend or Organize a Storytelling Conference Invite other storytellers to come together to listen to stories Attend conferences where there are Storytelling Sessions Attend special occasions at the foreign embassies Attend school concerts and celebrations where there is Storytelling

6 Choosing Stories for Storytelling: Guidelines for the Pupils 1. Start Simple Collect stories for pupils to select. Select stories that have a simple plot. Choose stories that have a minimum of characters. Choose stories that have simple, clear language. 2. Use a Story Planner Use a Story Planner for pupils to learn about the planning process Story Planner for Storytelling Name: Date: I read these stories: I will tell the story called I like this story because The main idea of the story is Words I need help with are: Genre: My story is a (place ü ): fable folktale legend myth fairy tale tall tale literary tale about a person My story is from the country of 3. Use Organizers to Remember To help pupils practice retelling the story use the following strategies: drawing, singing, mapping and sequencing.

7 Drawing Singing Mapping Tortoise and Hare Setting Map Road going to the forest River with small stones at the edge Opening in the forest with rocks to sit on Sequencing

8 Storytelling Rubric The Storytelling Rubric is a tool that can be used to assess the Storytelling Performance which the pupil has selected, practiced and presented. The rubric can also be used to illustrate the distinctions between the qualities of work. The criteria are recorded in the left hand column and varying degrees of the quality of the work is described in the columns on the right. The rubric clarifies what makes a good Storytelling Performance excellent and provides reference for next steps to improve the Storytelling Performance. The Storytelling Rubric helps teachers to describe excellence; helps teachers plan how to guide pupils to achieve excellence; conveys to pupils what comprises excellence; shows pupils how to evaluate their own work; shares goals and results; and encourages accurate, unbiased and consistent scoring. Storytelling Rubric Score/4 Preparation Pupil is not prepared. Pupil is somewhat prepared but needs more practice. Pupil is prepared and has noticeably practiced the story. Pupil is completely prepared and has noticeably practiced the story. Content Knowledge Pupil shows little understanding of the story. Pupil shows a satisfactory understanding of the story. Pupil shows a good understanding of the story. Pupil shows an excellent understanding of the story. Assignment Requirements Storytelling requirements are incomplete. More than half of the storytelling requirements are complete. Storytelling requirements are complete. Storytelling requirements are complete and go beyond expectations. Voice Pupil speaks unclear and uses little voice expression. Pupil speaks clear for some of the time and used satisfactory voice expression. Pupil speaks clearly most of the time and uses good voice expression. Pupil speaks clearly all of the time and uses excellent voice expression. Eye Contact Pupil establishes little eye contact with the audience. Pupil establishes some eye contact with the audience. Pupil establishes good eye contact with the audience. Pupil establishes consistent eye contact with the audience. Gestures Pupil uses hand and arm gestures to emphasize the story a very little of the time. Pupil uses hand and arm gestures to emphasize the story some of the time. Pupil uses hand and arm gestures to emphasize the story most of the time. Pupil uses hand and arm gestures to emphasize the story all of the time. Total Score/24 Teacher Comments

9 Storytelling across the Curriculum Storytelling can be used across the curriculum. Following are some examples for Science, Social Studies, Music, Art, and Games. Science Famous scientists Inventions Water Cycle Photosynthesis Food Chain Social Studies Biographies of famous historical figures Historical Events Customs and Holidays Story of the Market Story of Independence Music, Art and Games Stories of famous artists, musicians or sports figures Description of a specific sport Opening Ceremony of the African Games Winning the Boston Marathon Winning a Gold Medal for Swimming at the Commonwealth Games Set up a Storytelling Day 1. Decide on a theme with pupils. 2. Decide on a date and a location. 3. Choose stories. 4. Practice! Practice! Practice! 5. Design an invitation and posters! 6. Make invitation list and distribute invitations. 7. Prepare certificate for Storytellers. 8. Practice! Practice! Practice! 9. Design a Programme. 10. Present stories. 11. Celebrate!

10 Links to Storytelling and Literature Sites This site is produced by Heather Forest, author and Storyteller. The site contains a story collection, fable collection, lesson plans, techniques for storytelling, teaching activities and a story library. This site is a great resource for teachers interested in storytelling. This site is sponsored by a Storyteller based in the UK. The site contains a collection of stories, teaching ideas, and an invitation to submit stories on specific themes. This site was developed by Sue Pisano of Rockford Environmental Science Academy. The site contains a series of lessons based on The Story of Mafatu. The site uses a step-by-step process to illustrate how to introduce storytelling to pupils. It includes tasks, process, resources, creating a story, developing roles, final stages, and rubrics to measure the performance. This site has ready to use teaching tools specifically for African folktales. The site has many printables and lesson plans for teachers to read, adapt or try. This site contains the most complete selection of storytelling resources. All resources are categorized and annotated for easy access. This site is an award winning site for educators. All curriculum areas are covered. There are many language arts links to other sites of interest. Created and up-dated daily by Kathleen Schrock, Technology Coordinator, Dennis-Yarmouth Regional School District, Yarmouth, MA, USA This site has extensive links to authors, books, and storytelling resources. It also has many lists of additional topics related to children's literature. David K. Brown of the University of Calgary maintains the site. This site is organized in nine categories. It includes lesson plans, instructional materials, online activities and projects, and virtual trips to museums and countries around the world. Tmsmhmmhhhokokoko3.