Storytelling Workshops

Storytelling Workshops

For further information on workshops contact Mary.

Stealth Storytelling at the Upper Grades (Frog Goes to High School) presented at these conferences:

  1. Sharing the Fire in Massachusetts
  2. National Storytelling Network, Oklahoma
  3. Timpanogos Storytelling Festival, Winter Conference, Utah
  4. Northlands Storytelling Network, Wisconsin
  5. Texas Storytelling Festival, Denton, Texas
  6. O.O.P.S! Mt. Vernon, Ohio

How to tell stories and introduce others to storytelling presented for these groups:

  1. •Missouri Association of School Librarians
  2. •Rivers Bend Association of Educators of Young Children

Stories Make the World Go Around

Mary Garrett       For much more material, e-mail me.

From Howard Schwartz —  Keep finding cracks to leave stories in. They tend to take root.

Use storytelling to enrich the curriculum, illustrate difficult concepts, encourage students, and improve learning.  History comes to life, math and science concepts become clear with story, and it’s more fun!

  1. 1)Identify where stories can enrich the curriculum.  Stories can simplify complex material, especially for auditory learners and develop communication skills.

2)  Develop a list of stories and keep track of what you tell to whom.   A list of favorites helps keep track and provides inspiration when, with a few minutes left in class, someone asks, “Would you tell us a story?”  I also make notes in my texts where a story would fit.   A large poster board sheet can hold your lists of favorites.

3)  Share ideas with other tellers and teachers.  Before MAP tests I asked friends on the Storytell e-mail list for  short, positive stories with which to encourage my students.  Thanks to their gifts of story, the students faced those tests in a happier, more confident mood.

  1. 4) Encourage students to tell with story boarding and partner telling.

5)  State standards — “Comprehension of material presented orally” is on most state standards, along with  “ability to present material orally.”  Many stories fit specific aspects of the curriculum.  Storytell Discussion —  http://www.twu.edu/cope/slis/storytell.htm

Sources for Stories and Information

The Storytelling Classroom by Norfolk, Stenson & Williams  www.lu.com  1-800-225-5800

The library, of course!!!!     398.2

Testing Miss Malarky by Judy Finchler

Hooray for Diffendoofer Day!  by Dr. Seuss with some help from Jack Prelutsky & Lane Smith

August House  http://www.augusthouse.com/    1-800-284-8784

Donald Davis — Telling Your Own Stories, Writing as a Second Language

Heather Forest — Wisdom Tales from Around the World , Wonder Tales from Around the World http://www.storyarts.org/heather.html

David Holt and Bill Mooney. The Storytellers Guide: Storytellers Share Advice  and

Ready-To-Tell Tales: Sure-Fire Stories from Americas Favorite Storytellers

Doug Lipman and Jay OCallahan. The Storytelling Coach: How to Listen, Praise, and Bring Out

People’s Best. .

Martha Hamilton and Mitch Weiss. How and Why Stories: World Tales Kids Can Read and Tell.

Margaret Read MacDonald The Storytellers Start-Up Book. Shake-It-Up Tales

Naomi Baltuck Crazy Gibberish

Web Links

Karen Chace http://www.storybug.net Teacher’s Porch, Storytelling Links

Story-lovers http://www.story-lovers.com  — scroll down to SOS and Bare Bones

Richard Martin   http://www.talesandmusic.de/index.htm

Tim Sheppard  http://www.timsheppard.co.uk/story/

NCTE  on Storytelling http://www.ncte.org/about/over/positions/category/curr/107637.htm

Judith Black (historical tellings) http://www.storiesalive.com

http://www.spiritoftrees.org

(e-mail mgarrett@mail.win.org if you want more — many more)

Stories can fit various subject areas (and your favorite stories can fit many areas)

Math

“The King’s Chessboard” http://www2.bc.edu/~grout/chessboard/html/cover.htm

Hoja and the Donkeys

Art

“Little Red House”  make prints with cut apples

“Ma Lein and the Magic Paint Brush”

World Cultures

“Sherazade”

History

“Hell for a Picnic” (Judith Black)

Family And Consumer Science

“Butterfly Brothers” for child development

“Innkeeper’s Wise Daughter”  (“A Reason to Beat Your Wife” – wicked but fun)

Character Education (likely area for school assemblies right now)

“The Lost Purse”

“Hercules”  Odds Bodkins’ version is part of program to deal with violence

Telling Stories

Storytelling is the oldest of the communication arts.  Stories can add understanding, interest and enjoyment for students of all ages and in all areas of the curriculum.  This workshop will help you find and develop stories to share with students, to enhance their learning and enjoyment, and perhaps to encourage them to become “tellers” as well.

1.  Choose a story you really love!  It should have values you wish to live with, characters you find interesting, a story that resonates with you.  Of the hundreds of stories you find, there will be some you love — tell those.

2.  Don’t memorize; know the story and tell it.  Read it several times.  Re-write if you wish, or draw a story-board of the action.  Visualize setting and characters.  Consider the motivations for actions and choices.  Ask yourself what is important to you in this story.   You won’t use every detail, but it will make the story real to you, and therefore real to your listeners.

3.  Tell, tell, tell!!!  Tell to yourself, tell to friends, tell until the story is part of you.   It is in these tellings that you will find your individual approach, the details that make the story yours.

If you forget to mention an important detail, just tell it when you need it.  Say, “Now you should know . . . .”   Jackie Torrence would smile that mischievous smile when she had forgotten to tell something important and say, “Now I wonder if you remember . . .” Laughing together is fun!

4.  Bring them home safely.  Scary stories have to be age-appropriate, and the ending has to restore a safety zone.  Jackie ends jump tales with “and no one ever saw that . . . . again.”

5.  Keep track of your stories — notebooks, computer lists, files to help you remember the stories when you need them.

6.  Audience etiquette — sometimes it is necessary to teach the basics of audience behavior, attentiveness, courtesy.  It helps if the teachers are involved audience members, modeling for the students.  Actually, behavior problems are rare during storytelling, since students are caught up in the story.  It does help if younger listeners have more participation opportunities.

7.  Copyright issues — telling within your own library or classrooms is generally allowed, as is telling from the folk tradition.  Using copyrighted material in festivals or other public performances or on tapes can be a problem.

Wide-Mouth Frog — One of my favorite stories (just the “bones”)

Little Wide-Mouth Frog asks his momma, “What do mother animals feed their babies?”  She sends him out to find out,take a survey, with a little clipboard and pencil.  He asks rabbit, squirrel, bear  . .  expected answers.  (I always add that squirrels like to bite the green tomatoes, and bears, if there aren’t enough berries, take the campers’ food) — then he goes into the swamp.  Momma Gator says, “I feed my babies wide mouth frogs.”  Little frog purses lips tight and says, “If I see any, I’ll let you know.”

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  1. Trackback: Teaching | storytellermary

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