Story By Story: Creating a School Storytelling Troupe & Making the Common Core Exciting
102
Story By Story: Creating a School Storytelling Troupe & Making the Common Core Exciting
102Paperback(1st Edition)
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Overview
Over the years Karen has and continues to come up with new and inventive ways of teaching the skills of storytelling, and a great many of these exercises and activities are included in the book. When it comes to research and materials as well as technique, Karen adds new meaning to "thorough". There are links to websites for stories, for grants, for microphone techniques, and how storytelling connects to the school curriculum and more. And if you prefer to read books, there is an extensive bibliography, too.
Basically, I believe if you want to succeed in building a storytelling troupe or group, all you need is Karen Chace’s book, Story by Story, Building a Storytelling Troupe and to do everything Karen suggests. I am sure it would be very hard to fail if you follow her words of wisdom between the covers of her goldmine of a book.
Simon Brooks, storyteller, and educator
Product Details
| ISBN-13: | 9781624910302 |
|---|---|
| Publisher: | Parkhurst Brothers Publishers Inc |
| Publication date: | 10/01/2014 |
| Edition description: | 1st Edition |
| Pages: | 102 |
| Product dimensions: | 6.90(w) x 9.90(h) x 0.40(d) |
| Age Range: | 17 - 18 Years |
About the Author
Karen is also a contributing author to the National Storytelling Network's recent publications, A Beginner's Guide to Storytelling and Telling Stories to Children. She is a member of the NSN Press Committee and writes a regular column, "Stor e Telling," for Storytelling Magazine. Known for her Internet researching skills, Karen never heard a story she couldn't find!
Karen presents her enthusiastic, interactive and illuminating workshops and residences at conferences, libraries and schools around the country. Combining her passion for literacy and storytelling in delightful programs with stories from around the world, Karen mesmerizes audiences everywhere. She strongly believes that storytelling nurtures children, offering them opportunities to succeed in ways they never imagined!
Karen is the 2011 Recipient of the National Storytelling Network Oracle Award for Service and Leaderhhip for the Northwest Region.
Karen is also the 2009 Recipient of the Brother Blue - Ruth Hill Award from LANES (League for the Advancement of New England Storytelling). Given in recognition of "the extraordinary commitment and efforts to promote a broader understanding of the art of storytelling and the support of storytellers in the development of their art. It serves, as Brother Blue, has said, “To honor those who give their lives to storytelling to change the world.”
Table of Contents
Chapter 1 Breaking Ground 15
Obtaining Administrative and Staff Support
Writing the Proposal
Obtaining Program Funding
Chapter 2 Laying the Foundation 17
Researching Books and Website Sources
Linking with the Curriculum
Collage of Cultures
Culture Connections
Mapping the Stories
Rubrics
Meeting with Teachers and Students
Keeping the Lines of Communication Open
Designing a Troupe Logo
Selecting a Troupe Name
Chapter 3 Adding the Framework 21
Working with the Students
Storytelling Folders
Setting the Rules
Formulating the S.O.S. Contract
Dealing with Group Dynamics
Demonstrating Story
Outside Support
Chapter 4 Cementing the Pieces 25
Story Selection
Tandem Telling
Learning Their Stories
Gardner's Multiple Intelligences/Applications to Storytelling
Verbal-Linguistic
Logical-Mathematical
Visual-Spatial
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Chapter 5 Storytelling Activities 29
Storyboarding
Story Pyramid
Clip Art
Story Buddies
Tell It Ugly
Visualization
And Then What?
Catch a Compliment
Fabric Follies
Fantasy Trunk
Feel the Mood
Grab the Space
Life Stories
Mirror Mirror on the Wall
One Word Story
Pass the Face
The Story Bag
Virginia Reel
Activities By Sue Black
The ABC's of My Story
After the Storyboard… Now What?
Changing Narrative to Dialogue
Getting to Know You: Virginia Reel Style
React Game
Scene Freeze Frame
Show! Don't Tell!
Story Mingle
Story Scene Charades
Take a Seat/Character Exploration
Well-Oiled Machine
Word Choice
Activities Karen Chace
Alphabet Soup Story Relay
Build Your Story with the Story Bones
Character Creation
Drumming Up Distractions
Giant Gestures
Red Rover Red Rover Send Story Right Over
Sensory Stepping Stones
Step Into Your Story
Story Snapshot
Take Five!
Walk the Talk
What's Driving Your Story?
Peer Coaching Methods
Performance Prompts
Coping With Stage Fright
Microphone Use
Individual Coaching Methods
Self-Evaluation - Video Enhanced Coaching
Chapter 6 The Finishing Touches 67
Gaining Additional Staff Support
Organizing & Providing Performance Venues
Additional Performance Opportunities
Chapter 7 Project Completion 69
Organizing the Festival
Generating Publicity
Designing the Awards
Chapter 8 Producing the Festival 73
Dress Rehearsal
Setting the Stage & Arranging the Space
Tips & Tricks to Ensure Student Success
Awards Presentation
It's the Little Things
Article 80
Everything I Ever Needed to Know I Learned in Storytelling Club
Bibliography 85
Books for Reference
Additional Books to Guide You
Citations
Websites
Connecting with the Curriculum
Grant Resources
Additional Resources
Appendices 97
1 Proposal
2 Applause Rubrics
3 SMILE Rubrics
4 Sample Announcement and Registration Form
5 Story Troupe Acceptance Form
6 Sample Teacher Report
7 S.O.S. (Support Our Storytellers) Contract
8 Becoming a Storyteller
9 Practicing Your Story
10 Ask the "Why" Questions
11 Storytelling Festival Information
12 Build Your Story With the Story Bones
13 Character Creation
14 Giant Gestures
15 Sensory Stepping Stones
16 Story Snapshot
17 Take Five
18 Walk the Talk
19 What's Driving Your Story?
20 10 Steps to Sidestep Stage Fright
21 Tongue Twisters
22 Applause Award
23 SMILE Award
24 Featured Listener Award
A Conversation With Author Karen Chace 123
Interviews
Once upon a time...isn’t that how all wonderful stories begin? I am often asked, “How did you find storytelling?” My response is, “Storytelling found me.”
As a college English major I considered registering for a Children’s Literature course. I purchased the text but in the end did not attend the class. Years later, that book, The Uses of Enchantment by Bruno Bettelheim sits on my bookshelf alongside the hundreds of folktale books I have collected through the years. I often wonder if I had attended that course would I have found my vocation sooner. Instead, it was simple serendipity that led me to a storytelling performance years later and brought it, and hundreds of students, into my life.
In 2002 when I began directing my first storytelling troupe I could never imagine it would become such an integral part of my work. I confess, I was naïve and took a leap of faith without looking too far ahead. I was fairly inexperienced and in the beginning turned to my more knowledgeable colleagues for guidance, using well-known learning models and activities. While I am forever grateful for those who led the way before me there is no greater platform for discovery than observing and listening to those we teach.
As a storyteller and teaching artist I know the value of storytelling and understand how it strengthens any education model. We can read the important scientific research done by Kendall Haven in his book Story Proof: The Science Behind the Startling Power of Story and the Position Statement on Storytelling by the National Council of Teachers of English to validate its impact. There are many papers and studies that prove storytelling is a compelling tool to help students cross cultural boundaries and embrace diversity. Yet, those of us who work closely with children realize there is no substitute for a hands-on approach; I have witnessed astonishing transformations take place before my eyes. When I look into the confident, joyful face of a student after their performance or hear from parent’s years later commenting on the continuing, positive effect of the program, I am further convinced about its significant and far reaching impact.
Over the past decade I have brought this program to a number of schools and my experience allows me the flexibility to adapt to specific curriculum and residency needs. This program is designed to accommodate the various learning styles of the students and the time frame offered by the school’s administration. Why is student storytelling important? Their minds are open, ready to explore new ways of learning, they are willing to play and it is in these moments of play they learn new language skills, social interaction, public speaking, vocabulary, team work, tolerance, and they are having fun!
Since many of my students return for multiple years it is important to keep things fresh and fun, As I progressed, I designed new written and interactive activities; some were sparked by a student’s off-hand comment, bubbled up while watching their audience interaction or during a classroom activity as they practiced their stories. These twelve unique activities, found in this book, complement a variety of learning styles and will deepen your student’s engagement with their stories. I hope you will not only find them useful but they will act as a springboard for your own creativity. In addition, my friend and colleague, Illinois storyteller and teaching artist Sue Black generously offered to share some of her unique activities as well.
I have taught over 450 children to date and the program has changed and matured through the years. I have adapted, reassessed and reinvented, and through it all I continue to be inspired by my students. I am in awe of their courage as they face their fears and overcome personal challenges: It is the painfully shy child who, in the end, not only completes six school performances but arrives at the festival eager to step into the spotlight. It is the autistic boy who always wanted his turn at the microphone throughout elementary school and finally has his chance in fourth grade. He bows and smiles from ear to ear as the audience thunders with applause. It is the tandem team courageously overcoming a difficult stage experience by trusting me to build back their confidence one performance at a time. Their goals become mine.
Their willingness to play with story, their eagerness to learn, examine, investigate, to make a story their own, is infectious. I am better storyteller and teacher because of them, their commitment inspires me to craft new ways to connect with them both individually and collectively. Their personal experiences, like cumulative folktales, build one upon the other, each student, each year adding layer upon layer of passion and strength to my work; I continue to hear their voices in my heart.