storytelling 2010

Putting Down the BookPutting Down the Book

Why storytelling can be an effective tool in Why storytelling can be an effective tool in the teaching of Englishthe teaching of English

Kevin WalkerKevin Walker

1010thth March 2010 March 2010

CEP “Luisa Revuelta” de CórdobaCEP “Luisa Revuelta” de Córdoba

So, who am I?

The Three DollsThe Three DollsListen out for the English word used in the

story that best fits these:-

A person under the rule of a monarch or government. ____

Someone who gives considered thought to a situation and then gives a recommendation. __________

A jester or clown. ________ An unexpected development in the plot of

a story. _______

Why stories?Why stories? Stories help with the meanings of language Stories help with the meanings of language

and not just the study of languageand not just the study of language Stories give the experience of a river of Stories give the experience of a river of

flowing and sustained language use, as flowing and sustained language use, as opposed to conversational turn taking in which opposed to conversational turn taking in which the learner experiences only short bursts of the learner experiences only short bursts of languagelanguage

Stories are captivating and personal and will Stories are captivating and personal and will “grab” children.“grab” children.

ReadingReading a story is good. You don’t have to learn a story is good. You don’t have to learn them, you are sure that the English is correct them, you are sure that the English is correct and you are using the author’s choice of and you are using the author’s choice of words.words.

TellingTelling allows us to adapt the story to the allows us to adapt the story to the listeners and gives us opportunities to mime listeners and gives us opportunities to mime actions and words more readily, use artefacts actions and words more readily, use artefacts and make contact with the listenersand make contact with the listeners

Eric Maddern….“It has also been observed that the act of storytelling raises the language level of the storyteller. As a result storytellers display a confidence and power that is not present in their other uses of language. Storytelling is therefore an effective way of improving oral fluency. It is good for teachers and children.”

Choosing a StoryChoosing a Story

To begin with use short To begin with use short stories….well known or from life.stories….well known or from life.

A good story should include:-A good story should include:- An inviting beginning that gets straight into

the action. A clear and well developed plot. A problem, dilemma or conflict that comes in

early and creates suspense. A few believable, though perhaps unusual,

characters. Plenty of action building to a climax.

Incidents related in word pictures that evoke Incidents related in word pictures that evoke vivid images in the listener’s mindvivid images in the listener’s mind

An edge of excitement, which can include many An edge of excitement, which can include many emotions, fear or sadness.emotions, fear or sadness.

Pleasing sounds, repeated phrases and rhythms Pleasing sounds, repeated phrases and rhythms which can involve the audience.which can involve the audience.

An ending- perhaps surprising- which resolves An ending- perhaps surprising- which resolves the story in a satisfying way.the story in a satisfying way.

The most important criterion is The most important criterion is that you like the story and want that you like the story and want to tell it.to tell it.

Where to tell stories and what Where to tell stories and what stories.stories.

For enjoymentFor enjoyment

WorkbooksWorkbooks

Curriculum areasCurriculum areas

ArtArt

Religious Religious

educationeducation

HistoryHistory

ScienceScience

MathematicsMathematics

GeographyGeography

Computer Computer StudiesStudies

Social SkillsSocial Skills

Real lifeReal life

Becoming a teller of stories.Becoming a teller of stories.

Be yourself; tell in your own style. As there Be yourself; tell in your own style. As there are many styles of teaching, so there are many are many styles of teaching, so there are many styles of telling.styles of telling.

Don’t learn the story word for word. However, Don’t learn the story word for word. However, for some stories, there may be key phrases, for some stories, there may be key phrases, rhymes and good descriptions that you may rhymes and good descriptions that you may have to learn.have to learn.

It takes time to make a story your own but you It takes time to make a story your own but you will get quicker at this. Some people learn a will get quicker at this. Some people learn a story best visualizing it as a series of moving story best visualizing it as a series of moving pictures in their imaginations. Others listen to pictures in their imaginations. Others listen to the story on a recording and concentrate on the the story on a recording and concentrate on the sound and rhythm of the language. Others sound and rhythm of the language. Others might like to write the story down, sometimes might like to write the story down, sometimes in a simple outline. All these methods have in a simple outline. All these methods have their value and can, of course, be used in their value and can, of course, be used in combination.combination.

Grasping the plot. Obviously the first step is to read Grasping the plot. Obviously the first step is to read the story several times. Decide on what you like the story several times. Decide on what you like about the story that you want to convey to your about the story that you want to convey to your audience – its humour, sense of wonder, magical audience – its humour, sense of wonder, magical strangeness, the way it moves you, its beauty or strangeness, the way it moves you, its beauty or wisdom. wisdom. Language teachers must not destroy the Language teachers must not destroy the story or the student’s engagement in the story or the student’s engagement in the storytelling and listening by an over enthusiasm storytelling and listening by an over enthusiasm for the language teaching potential of the story!for the language teaching potential of the story! Become familiar with its basic construction, how it Become familiar with its basic construction, how it builds to a climax and resolves in the ending.builds to a climax and resolves in the ending.

Seeing the story. Get to know the people and Seeing the story. Get to know the people and settings of the story by imagining them in as settings of the story by imagining them in as much detail as possible. This can be done by much detail as possible. This can be done by closing your eyes and visualizing a scene from closing your eyes and visualizing a scene from the story, using all the senses to make it alive the story, using all the senses to make it alive and real. For characters, notice the clothes, the and real. For characters, notice the clothes, the way they move, their facial expressions and way they move, their facial expressions and the way they talk. Only when you can see the the way they talk. Only when you can see the story vividly yourself can you make your story vividly yourself can you make your audience see it.audience see it.

Timing. You will become aware of what Timing. You will become aware of what words to emphasize, where to pause, where to words to emphasize, where to pause, where to speed up and slow down. Don’t be afraid to speed up and slow down. Don’t be afraid to pause.pause.

Practicing the story and playing with the voice. Practicing the story and playing with the voice. It is good to try out the story out loud, to It is good to try out the story out loud, to yourself, a friend or record it and listen. Play yourself, a friend or record it and listen. Play with your voice using different volumes, pitch, with your voice using different volumes, pitch, breathing and speed.breathing and speed.

Movement and gestures. When telling a story Movement and gestures. When telling a story you will probably find yourself making you will probably find yourself making gestures. Painting hand pictures in the air can gestures. Painting hand pictures in the air can add considerably to the enjoyment of the story add considerably to the enjoyment of the story and the understanding of the vocabulary – but and the understanding of the vocabulary – but beware of being distracting. Some storytellers beware of being distracting. Some storytellers move their bodies a great deal in their telling move their bodies a great deal in their telling to add drama, others are very still, and both to add drama, others are very still, and both can be effective.can be effective.

Objects and sounds. Sometimes objects can Objects and sounds. Sometimes objects can add interest and understanding to a story. add interest and understanding to a story. Music and sounds can be effective too but Music and sounds can be effective too but these can also be a distraction to language these can also be a distraction to language learners.learners.

You have to think of three things to You have to think of three things to make your telling of a story to make your telling of a story to

language learners more effective:-language learners more effective:-

BeforeBefore……your readiness.……your readiness.

When to tell….as an When to tell….as an introduction/consolidation/conclusion?introduction/consolidation/conclusion?

VocabularyVocabulary

DuringDuring……checking for understanding.……checking for understanding.

AfterAfter……..……..follow-upfollow-up..

To be continued……

Children as TellersChildren as Tellers

Eric Maddern…..”It has also been observed that the act of storytelling raises the language level of the storyteller. As a result storytellers display a confidence and power that is not present in their other uses of language. Storytelling is therefore an effective way of improving oral fluency. It is good for teachers and children.”

AudienceAudience

The students need some reason for telling The students need some reason for telling their stories:-their stories:-

Each otherEach other

Younger childrenYounger children

““TV” or theatreTV” or theatre

An eventAn event

Well known storiesWell known stories

Re-telling a storyRe-telling a story

Re-setting a storyRe-setting a story

Telling the story from a different view…a Telling the story from a different view…a character in the story/someone watching the character in the story/someone watching the story.story.

Activities to encourage story Activities to encourage story making.making.

PuppetsPuppets

Bags and boxesBags and boxes

MasksMasks

Hats and clothesHats and clothes

Bag of artefactsBag of artefacts

Finishing a storyFinishing a story

Useful addressesUseful addresses

Email: storyteller125@hotmail.comEmail: storyteller125@hotmail.comKevin WalkerKevin Walker

www.cuentacuentos.euwww.cuentacuentos.euInternational storytelling site based in Spain.International storytelling site based in Spain.

www.SfS.org.ukwww.SfS.org.ukThe Society for Storytelling …..a British site.The Society for Storytelling …..a British site.

www.story-lovers.comwww.story-lovers.comStory Lovers World …(scroll down to “SOS Story Lovers World …(scroll down to “SOS

searching for stories”)searching for stories”)

Useful addressesUseful addresses

www.timshepperd.co.ukwww.timshepperd.co.uk

A personal site but good for resources.A personal site but good for resources.

www.mythfolklore.netwww.mythfolklore.net

www.surlalunefairytales.com www.surlalunefairytales.com

1660 fairy tales.1660 fairy tales.

…and they all lived happily ever after…

The End