Storytelling-Karl

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Using Storytelling in the ClassroomKar lBehl ing

, . [email protected], w w w . kbstoi-ytel 1 er. web s.CO m

- Introduction, who is this guy anyway?We call storytelling the oldest system o f teaching; we ought to use i t. Storytelling is instinctive,

hard-wired in the human br ain , and is attractive to kids of a l l ages.

- Neighborhood Stories: the genesis of Constmctive Creativity This is NO T the ol d hackneyed "What I did over the Summer" essay every student dreads at the

beginning of each new school year. This is purely creative student choice of topic, details, voice, length,characters, presentation style. The parameters are: the story must be true. It must have happened to you,or you were a first-hand witness to it. The neighborhood doesn't have to be the current one.

Concepts: -stories are linked to places make a neighborhood map it 's not an art contest- you only write (or t e l l ) authentically f rom what you know

-Who gets what from the Neighborhood Story?1. The teacher builds a bridge 'A way, becomes human. The students b u i l d Yiway to meet me.2. In the cooperative learnin g structure, the students begin immediately to open up and share . Theymake a new friend instantly, and we avoid the trauma of, "OK, class, let's all stand one at a time andintroduce ourselves." ( Translation: "Isolate yourself i n front of a group of possibly hostil e strangers,

^ and try unsuccessfully to not make a huge foo l of yourself") v .3. The students learn quickly that they must listen carefully, remember what they heard, and reportaccurately. ( A l l essential skills in school. )4. The students are storytellers f rom day 1.5. Students begin to see that they have much i n common w i t h their classmates, and begin to b u i l d asense of community that bridges socio-economic, and ethnic divides.6. The students are validated as unique, yet as part of a group w i t h communal experiences.7. Their first school assignment is a success. The experience is non-evaluative.8. Audience manners are taught up front and expected throughout the year.9. Once they have a story to work w i t h , I can help them begin to shape i t.10. A wr i t i n g assignment is underway effortlessly.11. A similar activity can be done at any time throughout the year because it is enjoyable, familiar,and educational.12.1 have set the course for the year's instruction.

- Characteristics of students in a storytelhng classroom: They wi l l :Listen more attentively. They understand audience maimers and pol ite applause.Be more considerate of others' efforts, they know their turn is coming.Be more accepting and encouraging, non-derogatory, less prone to teasing.Plan ahead, anticipate the ir presentations, prepare.

' - \d expressively, write expressively, speak clearly and confidently, begin to b u i l d "presence".Be eager to participate, engaged in the learning.Show pride in their accomplishments.

Copyright K a r l Behl in g 2010 Do not reproduce without written consent


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-Storytelling as a Teaching tool:1.1 t e l l stories often, and for various reasons. I t e l l to model good technique, I t e l l to entertain,reward effort, to relax students before tests, to fill odd moments so it's not wasted time, andperhaps most importantly I t e l l to build background knowledge.2. The oral story is the springboard to w r i t i n g and the writing process. Mos t o f the students' storiesstart as oral presentations, then the stories are written and re-used . They f o rm the texts that are usedto identify nouns, verbs, adjectives, etc. The stories are re-worked to use expanded vocabulary,metaphors and similes, dialog, sensory details, point o f view, and on, and on ,

3. Story fonn, story elements, story style (genre), author's purpose, become critical topics.4. Computer literacy no w has a purpose, and it has no thing to do w i t h mindless games. Internetsearches are more commo nly done for fo lk tales, or Aesop, or history on which to base historicalf i c t ion . Word processing becomes a highly prized s k i l l . :5.1 have 2 separate listening centers stocked w i t h books on tape, storyteller Cds, music and poetry.6. Public speaking, dramatic presentations, and memorization are all Standard Curriculumrequirements in Utah and most other states.7. "Again!" is music to my ears. Repetition teaches. Patterning and prediction are essential skills.8. My students are cross-grade tutors in reading and math. These tutors t e l l stories, read w i t h / totheir buddies, teach math and are pen-pals as we l l .9. Pure storytelling for telling's sake. I coach student tellers for the school and District competitionsthat send student tellers on to the Weber State Storytelling Festival. (Telling skills) .10. History IS story, not names and dates. I t e l l the stories.

Ring-a-ring o f roses Black plague in Medieval EuropeHumpty-Dumpty political rise and f a l l , i n ab i l i t y of political structures to address all needsJohn Henry advent o f the steam engine and Industrial RevolutionJohn Colter's Run exploring the West15 Miles on the Erie Canak...early transportation, opening the West to trade and travelFollow the Drinking Gourd....Underground Railroad, Abo l i t i o nMcTavish is Dead I r i s h potato famine, immigration

Copyright K a r l Behling 2010 Do not reproduce without written consent


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do I use storytelling in the classroom?- Storytelling is woven through much of the school days'activiti es.

Several specific activities stand out:

1. Neighborhood stories are created and updated constantly. The students keep a ll of their drafts andupdates in their w r i t i n g notebook for reference. We w i l l occasional ly have a class telling time for newstories. Students are constantly reading and observing and joumaling for "story scraps".2. Recitation: is a year-long, ongoing, weekly activity. The students begin the year w i t h a teacherselection of short poetry, f r om which they choose one to memorize and recite for the class. Theychoose a new poem to memorize and recite each week. When every student has reci ted 3-4 times,w e move on to fables, www.aesopfables.com becomes an extremely popular website. The fablesmust be learned, but not memorized. These take longer to get through, so each student can only t e l ltheir fable every other week.Next we move on to T a l l Tales, Myths and Legends, which again are learned but not memorized.W e f inish out the year w i t h student created tales, either new neighborhood stories, creative T a l lTales, and occasionally, fantasy.

3 . 1 use stories to introduce new topics/concepts in social studies, science, sometimes even in math.

4. Students are cross-grade tutors in reading and math. The classes correspond pen-pal style.5. We are constantly telling/writing for the Young Authors night, making books (blank books), and

^ " every field trip or special program is always capped w i t h a report in illustr ated booklet style.6 .1 read aloud after lunch every day. I choose books and stories that the students might not pick upon their o wn . When I have a class set of books, the students f o l l o w along while I read.(Teacher models fluency)

7. Student tellers preparing for the Festival practice on the class 5 or 6 times, as w e l l as beinginvited into the Kindergarten classes to practice.8. To escape information overload and test anxiety. Telling stories before tests calms, refocuses,and redirects the brain into familiar pathways. Q. Where do they go when they daydream? A. Into asafe place, a refuge o f their own creation. Go therew i t h them, they w i l l go easily and comfortably.C A U T I O N , children may not feel safe at first going there w i t h a grown-up.



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Final Nuggets of Wisdom:Teachers not only transmit the body of knowledge f rom generation to generation, they are also thekeepers of the social conscience.

Much of story deals w i t h the Language Arts, but also Math, Science, Spel ling, P.E. or Penmanship.Storytelling definitely does deal w i t h content you w i l l never see on a Standardized Test, such astolerance,fairness,ingenuity,perseverance,respect,kindness,responsible actions,environmental awareness, .priorities,accountability, ' 'patriotism,attention to detail .Stories promote:cultural awareness and appreciation,inter-generational connections and respect,student confidence and enjoyment of hfe,lessons f rom other places and times.The "intangibles" (read, Un-testables) are enormous.Student attention spans increase,hstening ab i l i t y skyrockets,self confidence and self esteem blossom,information retention soars,classroom community increases,audience manners become a habit,children use their brains i n ways that traditional schooling ignores.

Storytelling:activates sensory memory,validates appropriate attention getting,affinns social values,channels natural creativity and energy,can be student driven,is cathartic,is FUN and easy for all a b i l i t y levels,is inexpensive.



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A good writer/teller knows that you can only write authentically f r om what you know. The muchtouted "creative w r i t i n g " done at the elementary level is l i t t l e more than abstract fantasy. Creativewr i t i n g is really for people who have some hfe experience, and a message, and the skills to weave agood story. Neighborhood story telling is where kids are and where they can succeed spectacularly.Self esteem does not come f r om being t o l d you are "unique" and "wonderful". Kids know grownupsare yanking their chain. Real self esteem comes f rom being competent, doing something we l l .

Young children actually need fantasy, it is how their developing brains carve new pathways and makeconnections. Chi ldren are imaginative creatures. Capitalize on that ab i l i t y and that need. Teach gentlywi t h timeless stories.Storytelling, especially student storytelling, reaches all students at all ab i l i t y levels and at theircomfort level then moves them out of i t .

-What's the use of the story?

Red Riding Hood " Don't talk to strangers or you will be eatenThe Talking Eggs Kindness is its own reward

Mufaro's Beautiful Daughters W i t h a l i t t l e unselfish effort, the good guys winBr'er RabbitJack and the BeanstalkThe Brave L i t t l e TailorThree Pigs

Brains are better than brawn

Ug l y Duckling Don't judge too quicklyPied Piper of Hamlin Keep your promisesGoose that L a i d the Golden Eggs Don't get greedyK i n g Midas People are more impor tant than thingsGluscabi and the W i n d Eagle (Brusac) Respect the environmentSoldier Jack (Whickity-Whack, into my sack) Death is part of l i f eTuck Everlasting (Babbit )

Tortoise and the Hare PerseveranceMarlton and the Star Chart (personal tale) Li fe isn't fair



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S E L E C T E D R E S O U R C E S

Children Tell Stories, Teaching and Using Storytelling in the Classroom,Martha HamiUon and M i t c h Weiss (2005) http://www.beautyandthebeaststorytellers.com/

The Power of Story, Teaching Through Storytelling, " :Rives Collins and Pamela J. Cooper (1997) . ;The Storytelling Classroom, Applications Across the Curriculum,Sherry Norfolk, Jane Stenson, and Diane Williams (2006) http://www.sherrynorfolk .com/A Beginner's Guide to Storytelling,National Storytelling Press, NSN (2003)Improving Your Storytelling, Beyond the Basics for all who tell Stories in Work or Play,DougLipman (1999)

The Power of Personal Storytelling, Spinning Tales to Connect with Others,JackMaguire (1998)

The Storyteller's GuideDavid Hok and B i l l Mooney (1996 )

The Storyteller's Start- Up Book,Margaret Read MacDonald (1993)The Call of Story,A production of K B Y U - T V (2002) (DVD or VHS)

W E B S I T E S

http://community.weber.edu/storytelling/application/AuditionInformation.htmInformation about the Weber State University Storytelling Festival, audition i n f o , application

www.kbstoryteller.webs.comM y home page. Look through the l i s t on the right side, especially the "links" for story sources

Find local storytellers at: www.utalistorytellingguiId.org Search the DirectoryFind the Nat ional Storytelling Network at: http://www.storynet.org/

http://www.timsheppard.co.uk/story/L i t e r a l l y , the largest site on storytelling on the internet, SUPERB


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Weber State University Storytelling Festival contactsDavis School District contact:

Monica Murdock(801)[email protected]

Ogden School District contact:

Shelly Ripplinger(801) [email protected]

Morgan School District contact:

Nancy Taylor(801) [email protected] 2.ut.us

Weber School District contact:

Shirley Atkinson and Sue Fisher(801) 476-7894 -Sh ir ley or (801) 476-7877 [email protected] or [email protected]

Private and Charter School contact:

Paulette Herman(801) [email protected]

K a r l Behling [email protected]

www.kbstoryteller.webs.com

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Storytelling-Karl