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Storytelling Scavenger Hunt: (From the Book Raising Voices: Youth Storytelling Groups and Troupes) B

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Storytelling Scavenger Hunt: (From the Book Raising Voices: Youth Storytelling Groups and Troupes) B Story Power: Reclaiming Story in Your Classroom By Dr. Kevin Cordi www.kevincordi.com Agenda: I. Story in the Schools: “What kind of school do you teach?” II. Our work: How I came to be a storytelling teacher/ what is the difference between story making and storytelling and how can it improve my teaching? Storytelling: The art of telling a story before a physical audience. Story Making: The way that a story or stories are composed. They can be co-created or the work of one person. “To tell a story is to create community. Whether the story is told by moving, acting, painting, or telling, essentially, the teller requires consent of the told.” (King, 1993, p. 2) III. Application of story: Three ways story can be used in your classroom I. Story for Community Building: a. Human Storytelling Scavenger Hunt: (from the book Raising Voices: Youth Storytelling Groups and Troupes) b. Scar Stories: Telling our scars and stretching the truth c. Lines in our hands: Our hands reveal who we are II. Story for Curriculum: a. Using the story, The Rough-Face Girl by Rafe Martin as a springboard for learning. (also known as “Scarface” or “Little Burnt Face” ) b. Extended enrichments using the story III. Story for Inquiry: Ensemble Storytelling What are Story Spaces? As people who work with children, we rush to have our students learn. We need to value the spaces that come from working hard and thinking hard. When we assign time to learn or write a story, let them work it in their head, tell it to a friend, play with it. Don’t rush to turn it in, instead, take the time to play. For as Socrates states, the real work in life arises from play. “To tell a story is to create community. Whether the story is told by moving, acting, painting, or telling, essentially, the teller requires consent of the told.” (King, 1993, p. 2) What is Story Memory? In 25 years of using stories as a meaning making tool, I am led to believe that what we remember is based on the narratives that we recall. As Bruner (1980) states, we interpret the work using rich narratives. We teach children to memorize but I would like them to “storize” (Cordi, 2010). This is the process of recalling the story of what happened based on the pictures we remember. Collins (Rives) , storytelling professor from Northwestern University states we remember to tell stories by the characteristic language that a story holds ie…I will huff and puff, There is no place like home, and I will be back. He suggests that as we have students work on writing and telling stories, ask them for the language. I agree with this but I also think students should tell or draw the pictures of their story to increase their story memory. I. Traditional Storytelling A. Story Making Story Banners In order to find out more about Story Banners go to www.kevincordi.com/blog and you can find out how you can be involved in the story banner project. Story Box Project Secret Gift Boxes In order to find out how you can be involved in these projects go to www.storyboxproject.com (sign up to receive your own Story Box) B. Story for Inquiry Storyteller’s Pledge As A Storyteller and Story Listener We Give Permission To Have Fun To Take Risks To Make Mistakes To Tell Stories We Know Stories Connect Us And We Are Connected To Story. Let the Stories Begin. Let the Stories Begin! Let the Stories Begin! Written by Kevin Cordi This pledge is found in Raising Voices: Creating Youth Storytelling Groups and Troupes by Judy Sima and Kevin Cordi, 2003. You can contact Kevin at [email protected] Storytelling Scavenger Hunt-- Home and Literacy By Dr. Kevin Cordi Your Name ______________________________________ Directions: Go around the room and find people who know the information or have experienced the event that is described. Find as many people as you can. However, find out at least one or two things about the person from the ideas on the sheet before you move on. Have the person respond only IN STORY. Have the other person place their initials on the line. 1. Find someone who can tell you about having two places that they could call home ______ 2. Find someone who has had an unusual room in their house. ____ 3. Find someone who can tell you about a strange tradition they had growing up. ___ 4. In your home, (past or present) what happens when you turn off the TV/Radio?___ 5. Find someone who can tell you about the first time the family went to the city/country. You decide _________. 6. Find someone who can tell you about a time they were locked out of their house.____ 7. Find someone who can tell you a crazy weather story. ____ 8. Find someone who can share a late night tradition at your house. ____ 9. Find someone who knows something that you were not allowed to do or could not open at your house. 10. Find someone who can tell you about visiting the neighbors. Be specific. ___ 11. Find someone who gathered around to watch what would be called the family show or event. Describe the event and the reaction to it. ____ 12. I remember the day he/she arrived and no one expected it. Tell the story____ 13. The sounds of my garden were ______ 14. We had a back porch swing and I remember when ____ 15. Take us to see your neighborhood. Remember all the places you visited when you were young. ____ 16. A broken/window ____ 17. The basement or the attic, it was said that in there….____ 18. I skipped school because…..I missed school because…….____ 19. He/She were more than a neighbor….._____ 20. My place for hiding was _____ 21. My first or a memorable hair cut, shaving, or grooming experience ___ 22. Sunday was the day we ….. (pick a day if Sunday does not work.) 23. The steady visitor was….______ 24. The unexpected visitor was _________ 25. Our kitchen table always had…__________ 26. Our first or memorable car was ……and it would…._____ 27. A backyard sport that we did was….. 28. On a quiet night we could hear….._____ 29. I brought him home to visit and ….__________ 30. I collected pets and I will never forget….._____ 31. Tell me a typical day at your parents or guardian’s work place ____ 32. Tell me about your spoils or splendor cooking ____ 33. Knows a version of The Three Little Pigs that is not common. 34. Can make up a different ending to Little Red Riding Hood. 35. Knows a story about a foolish prince. 36. Can tell a story about a time when they found something precious. 37. Can tell us all about The Pokey Little Puppy. 38. Can name all the seven dwarves. 39. Knows who might they find it they hear Click Clack Moo. 40. Can recall the first time you learned that words make meaning. 41. Remembers a ghost story that believed (or still do) 42. Can tell a funny story about diaper changing 43. Can tell what happens when you give a mouse a cookie. 44. Knows what “the Northwest Wind” has to do with Jack 45. Who taught you how to read? 46. Can finish this sentence, “I learn to read when… 47. Can tell an untold story of Bigfoot 48. Knows who “Stole the Golden Arm” 49. Can tell the other story of Pinocchio. 50. What is an example of how you struggled to read? 51. Can recall the first book you can say you read by yourself. Basics of Storytelling: Giving Gifts By: Kevin Cordi Giving Gifts: The Basics of Storytelling All of us wonder about things: Why is the sky blue? Why does the Sun rise in the east? Why does hair color differ from one person to the next? The list is endless. Before written language, natural phenomena were explained in stories. This explanatory aspect makes storytelling an ideal teaching tool. Stories can be used to identify unfamiliar terms and broach new ideas. They can be used to present culture. They can be used to enrich our lives. Using no media other than the imagination, we can instruct and entertain for hours through the art of telling and teaching stories. Crafting the Story A Cheyenne storyteller once said, "Stories are gifts. It us up to us to GIVE and receive them." Every gift of a story contains three elements: 1. The Beginning: Unwrapping. Special gifts are always wrapped, making the recipient eager to find out what’s inside. As you prepare a short story, try to ensure that the beginning does not delay the exposition of the action; instead, it should grab the reader from the first sentence or, better yet, from the very first word. Avoid the use of predictable beginnings such as "Once upon a time." Instead, inject some unexpected flavor: "Once when there was no time, ...." 2. The Gift. The present revealed when the wrapping is removed should satisfy the recipient’s eagerness to open it. Just as the story beginning builds anticipation, the middle of the tale should resolve it. To be effective, a story must have conflict and a dominant idea or purpose. In addition to relating a problem and its solution, a memorable tale must convey some sort of mission. Try not to ram this down your listeners’ throats-instead, guide them on a journey of discovery that leads them to uncover the mission for themselves.
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