Elements of Successful Storytelling
The learning process for storytelling will require great use of auditory and verbal skills. Auditory skills will play an important role during the process of receiving information. Being able to accurately hear or receive information is essential to the receiver. He or she is then charged with sharing that information effectively with others, which in this case is the story. Once that information is shared you begin the process of using your verbal skills through the sharing of accurate information. This then allows the continuation of the storytelling process. Students will not only need to be able to accurately hear to story, but they must also be able to share that information received. Being able to accurately receive information is essential to the individual now moving into the role of the storyteller. "Through the act of telling a story or listening to the story of another, children acquire skills in crafting and listening to lengthy, complex, and interesting texts. In addition to the development of oral language abilities, these skills also carry over to facilitate the development of some reading and writing skills." 4
A great story is recognized and defined by its characteristics. In the book, Storytelling: Art and Technique, Augusta Baker and Ellin Greene clearly define, What Makes A Story Good to Tell? Those characteristics will be learned by students during this unit. They include the following: (1) a single theme, clearly defined; (2) a well-developed plot; (3) Style; (4) Characterization; (5) Faithfulness to the source material; (6) Dramatic Appeal; and (7) Appropriateness for the listener.
(1) A single theme, clearly defined
A successful story has a single, clearly defined theme. Part of the concept of engaging your audience is making sure that they are able to understand the message within your story. When this is seen, the receiver is more likely to comprehend and clearly follow the story. Students will gain a better understanding of developing a story by making sure that there is a single theme that is clearly defined.
(2) A well-developed plot
The story should include a brief opening that introduces your audience to the main characters, sets the scene and builds up audience anticipation. Once this is achieved, the storyteller can freely move into the action of the story. Your story, while providing a series of events, should clearly provide the listener with a clear image within his or her mind. My students have a thorough understanding of plot. This is an area where they should do well.
(3) Style
The storyteller should provide the listener with vivid word pictures and sounds that are pleasing to the ear with lots of rhythm. Being able to paint a picture, through your voice and/or words, is key in grabbing the reader's attention.
(4) Characterization
Your characters should always be believable, unless in the case of traditional folklore. Within folklore, characters should represent qualities. Examples include: evil, beauty, and goodness. The stories selected for this unit are full of characters and should provide the students with a good foundation to begin their projects.
(5) Faithfulness to the source material
The storyteller should stay away from text and vocabulary that are too complex. A story should suit not only the reader, but also the audience. Making sure that the material presented to your audience is appropriate is essential to the storyteller's success in engaging his or her audience.
(6) Dramatic appeal
Storytelling should provide the reader with an arena that is perfectly safe of fear and sadness. The art of Storytelling has been called "drama in miniature." It is believed to satisfy the dramatic instincts of the child. Making sure that the story has an "emotional appeal" to the audience is essential.
(7) Appropriateness for the listener
This component will vary depending on the age and interest. It can range from younger students (ages 3-5) wanting rhythm and repetition; ages 6-8 typically enjoying traditional folktales and 9 to 11 year olds wanting more sophisticated folktales. Children at the age of 9 are typically looking for something that will appeal to their power of reason and judgment, such as tales that will include heroes, myths and legends. Children in the 11 to 13 year old age range are usually seeking stories that assist them in their search for personal identity. Personally, I look forward to seeing where my students fall within this characteristic. While my students are 4 th and 5 th graders (ages vary from 8 to 11 years old), their level of comprehension usually falls beyond that area. Therefore, I am looking forward to seeing where their interest levels may take them when it comes to selecting stories.
"When teachers promote high expectations for everyone, project care for each student as an individual with different strengths and weaknesses, provide content that acknowledges the diversity of the classroom, and adapt their teaching to take into account the knowledge and experiences that every student can contribute to the class, they are teaching "multiculturally." 5
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