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Storytelling

Storytelling

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Published by Rebecca Thomas

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Published by: Rebecca Thomas on Apr 07, 2012
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09/28/2015

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CONTENTS

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Introduction Purposes of Storytelling Golden Rules for Telling Stories Choosing a Story Creating a Story (4Ps) Responding a Story Functional Aspects of Storytelling Conclusion Bibliography

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newspapers.   1 Aid in development of an ethical value system.Introduction Storytelling is a feature of every country's culture. family. students). Storytelling is an excellent means of introducing the children to the world of books. printed. songs. Develop a positive attitude on the part of the child for books and exprience with spoken language. or mechanically recorded sources. The child's world view is expanded through story experiences in a non-threatening and loving athmosphere. It helps the child cope with his own conscious self by giving the child structure for his own daydreams and fantasies. it is natural part of learning.  Contribute to the social and congitive development through shared experiences . music. Is is loved by children and adults. It inspires immagination. one of its purposes may be entertainment. fairytales. or other accompaniment and may be learned from oral.1 Telling stories can help in:  Sharing and creating a common experience in storytelling aids in the development of a child's ability to interprete events beyond his immediate experience. as performed or led before the live audience. or sung.  Contribute to the child's mental health. internet. www. Introduce well-known tales which all well-informed people should know.  Introduce the child to oral language patterns.films. The sources can be found everywhere ( friends. legends.. myths. storynet. the stories narrated may be spoken.   reading. world religion.com 2 . with or without musical. The child needs wide Develop a child's listening skills. magazines. to feel joy for another happiness or sadnes for their misfortunes.. According to Anne Pellowski storytelling is the art or craft of narration stories in verse or prose. pictorial. television. if the child is to achieve success in reading. chanted.

Purposes of Storytelling Anne Pellowoski2 in her analysis of the history of storytelling The World of Storytelling has suggested that the storytelling has its origin in play activities. regularity. Golden Rules for Telling Stories When telling a story..   Aid in vocabulary development. That it came about because of an intrinstic religious need in humans to honor or propitiate the supernature force(s) believed to be present in the world. as well as the heritage of others. Gradually these activities were included in religious rituals. including:    That it grew out of the playful. with gifted but ordinary people entertaining their particular social group informally.  ancestors.  That it evolved from the human need to communicate experience to That it fulfilled an aesthetic need for beauty. a teacher should.  through expressive language and music. Entertain and amuse the child.   include language that is a challenge try to cater to all learning styles with activities that encourage different responses 2 www. That it satisfied the need to explain the surrounding physical world.. and form That it stemmed from the desire to record actions and qualities of one's other humans.com 3 .. Help the child appreciate his own cultural heritage. She found evidence to support many theories on the origins of storytelling. historical recitations and educational functions. in the hope that this would give them a kind of immortality. self-entertainment needs of humans.storynet.

where he will tell a story. attention span.  done by master storytellers. The teacher should. or read into tape use facial expressions. fantasy. But where and how a story can be found.       support storytelling with quest.  choose only the best stories.theme and plot beg to be told.previous experience with stories ( trial and error may be the first guide to matching a story with audience to find out what works well for the teacher and the children)   read widely within all areas of literature . poetry etc. develop stories which fit the teacher's personal storytelling and meet his locate books. stories by virtue of style. puppets use himself as a source prepare a story outline that includes the main points practice the story out loud to a friend. pictures. interests.  storytelling. he has to prepare himself properly. mime and gestures keep an eye contact with the listeners enjoy it Choosing a Story When the teacher prepares himself for the class. Here are some hints of choosing stories for storytelling. biography. 4 ..   choose stories from all genres – legends.. choose a story which speaks to him personally ( a story is not worth telling since the teacher's emotional involvement is often a keynote to a successful presentation)  know his intended audience – age. cassetes/records/CDs and other forms of media devoted to attend storytelling conferences and performances to listen the stories needs.

..........) children mime the story as the teacher tell it children draw comic strip of a story dissapearing text Functional Aspects of Storytelling 3 Ur..... The teacher will help them to develop a story using 4Ps..............80 5 .... Wright (1995): Five-Minute Activities....... forrest... that is: PICTURING .................. What would you tell the children to do (MESSAGE) next time? Responding to a Story Activities3 that can follow after the telling a story:          roll plays (personalising) putting sentences in the correct order describing pictures and putting them in order matching the split sentences fill in the gaps in a story text dramatizing the story (puppets.... Cambridge..... The first part has to be done in pairs or in groups....................Creating a Story (4Ps) A teacher can also create a story together with pupils.......... Do you like walking in the forest? PASSING JUDGEMENT............ P.. & A. for example pupils are supposed to create the story The Dragon. p. CUP............ mimes............ What do you think is going to happen? PERSONALISING.......... What do you think the dragon looks like ? PREDICTING . They are given pictures of two girls..... dragon and whistle.....................................

When the mouse heard the lion roaring he came and quickly chewed through the ropes to set the lion free. Universal Themes. Helping SOCIAL STUDIES: Civic Responsibility/Virtue. Listening. Story Elements. Plot Development. especially how each one could affect the other's life in unexpected ways. Character Development. Predicting. The lion laughed. Vocabulary PHILANTHROPY: Caring/Sharing. Response to Text/Others. Reinforces that a kind deed is never wasted and demonstrates that kindness is related to good citizenship. Prior Knowledge.  suggest some characteristics involved in becoming a good citizen. Later. Constructing Meaning.This is a lesson plan based on Aesop’s fable LION AND THE MOUSE Key Words/Concepts: ENGLISH LANGUAGE ARTS: Lion and the Mouse (The).  orally consider the lion . Compare/Contrast. Group Discussions. The lion felt kind and decided to let the mouse go." the mouse accidentally awakens and upsets a lion. Instructional Procedure(s): 6 . Synopsis: In the story "The Lion and the Mouse. thinking what could a mouse do for me. Good Character Purpose: Introduces the idea of kind deeds and reciprocity using fables with a moral issue at the core of the story. Fable. The mouse promises to repay the lion one day. Inferences/Generalizations. Objectives: The learner will:  rely on imagination for pictures instead of actual illustrations. Fiction Literature. the lion became caught in a trap.mouse relationship. Increases listening comprehension and the use of critical thinking skills.

Anticipatory Set: Have you ever done something nice for another person? Do you think you can help someone who is bigger. tells how this happened. making two lists as they brainstorm. Have the children suggest how the animal pairs could help each other. or older than you? The fable. stronger. Guide discussion to other kind deeds the children may have done or seen. as a good citizen.  Show pictures of a mouse and a lion and help students compare and contrast them. Assessment: Have the children name other animals. to help someone in an unsafe situation? Have the children draw a picture of the lion and the mouse or two other animals helping each other. Label each picture with their description of "helping. Students will use their ears and imagination since there are no storybook pictures to look at.  Set the stage by explaining that this story will be told orally rather than read.  Tell the story to the class and help them discuss it when you are finished. Describe the savanna habitat and show a picture if possible. what kind deeds they could do. as good citizens. Relate the moral of the story to good citizenship. Ask: What happened to the mouse? What happened to the lion? What is a trap? How did the mouse free the lion? Why couldn't the lion free himself?  Ask students to describe the lesson the story conveys. What could you do." Conclusion 7 . Ask. The Lion and the Mouse.

Negotiation. Being able to lucidly express one's thoughts and feelings is important for a child's safety. Why Storytelling (more reasons)? Gaining Verbal Skills Becoming verbally proficient can contribute to a student's ability to resolve interpersonal conflict nonviolently. storytelling is accessible to all ages and abilities. As a learning tool. and tact are peacemaking skills. As a folk art. Developing the imagination can contribute to self-confidence and personal motivation 8 . storytelling can encourage students to explore their unique expressiveness and can heighten a student's ability to communicate thoughts and feelings in an articulate. that listening is important.Educators have long known that the arts can contribute to student academic success and emotional well being. In our fast-paced. Developing the imagination can empower students to consider new and inventive ideas. Imagination Both telling a story and listening to a well-told tale encourages students to use their imaginations. The ancient art of storytelling is especially well-suited for student exploration. and that clear communication between people is an art. discussion. No special equipment beyond the imagination and the power of listening and speaking is needed to create artistic images. These benefits transcend the art experience to support daily life skills. media-driven world. Clear communication is the first step to being able to ask for help when it is needed. lucid manner. storytelling can be a nurturing way to remind children that their spoken words are powerful.

J. Longman.com www.storynet. & L. Oxford www. Bibliography Ur.onestopenglish. Harlow Scrivener. P & A. H. W.as students envision themselves competent and able to accomplish their hopes and dreams. Wright (1995): Five-Minute Activities.longlongtimeago. (1994): Learning Teaching.com www. Ytreberg (1997): Teaching English to Children. Heinemann. Passing On Wisdom Storytelling based on traditional folktales is a gentle way to guide young people toward constructive personal values by presenting imaginative situations in which the outcome of both wise and unwise actions and decisions can be seen.first-school.talesetc.storyarts.com 9 .com www. Cambridge Scott.A. CUP.com www.com www.

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