A Storytelling Manual: Course Outline and Facilitator Notes
Total Page：16
File Type：pdf, Size：1020Kb
A Storytelling Manual: Course Outline and Facilitator Notes by Karl J. Franklin Dedicated to the memory of Professor Kenneth L. Pike Scholar, Teacher, Mentor, Example The following quotes are from: Pike's Perspectives: An Anthology of Thought, Insight and Moral Purpose (Kenneth L. Pike with Hugh Steven, 1989) "Invest ten percent of your time, energy, effort of study getting ready for the future." (p. 25) "He who uses linguistics is wise, but he who trusts in it is a fool." (p. 182) "The linguistic colonialist wants his power and name permanently on top. A servant of the Master washes the feet of the beginner, and teaches those beginners who are genetically more competent than himself to become his boss and teacher." (p. 183) "When philosophies clash at the deepest epistemological level of their axioms or presuppositions, logical discourse is impossible, directly." (p. 60) "Unless we are able to pioneer in giving native speakers working with us MUCH MORE GLORY for their contributions, our candlestick may well be taken from us and given to others." (p. 64) © 2002-2006 Karl J. Franklin This Publication was made possible by a grant from The Seed Company Dallas, Texas: SIL International Contents Introduction................................................................................................................5 Storytelling Modules..................................................................................................8 Storytelling Map ........................................................................................................9 Why Stories? (WS) ..................................................................................................10 Kinds of Stories (KS)...............................................................................................19 The Big Idea in a Story (BI) ....................................................................................29 Story Audiences (SA) ..............................................................................................33 Telling Stories (TS)..................................................................................................38 Constructing Stories (SC) ........................................................................................47 Bible Stories (SB) ....................................................................................................55 Examining Stories (ES)............................................................................................64 Stories as Songs and Drama (SS).............................................................................75 Recording Stories (RS) ............................................................................................80 Using Stories (US) ...................................................................................................85 Concluding Remarks................................................................................................91 References................................................................................................................96 4 Storytelling Manual Appendices Appendix A: Two Storytelling Workshops ...........................................................103 Appendix B: A Brief Overview: Melanesian Worldview .....................................115 Appendix C: Some Major Themes in PNG Stories...............................................130 Appendix D: The Oral and the Written in SIL Fieldwork……………………….133 Appendix E: Bible Storying Roles………………………………………………145 Introduction This Manual is primarily for those who wish to teach others something about storytelling. Although for the most part the audiences will be those who teach or tell Bible stories, it is also intended for those who want additional information on storytelling in general. The materials are introduced in such a way that trainers and facilitators can both use them in courses and consult supplementary materials for further study and research. Telling a story is inextricably linked to how the story is imagined. C.S. Lewis (1984:68) described how he utilized this approach as follows: “… in a certain sense, I have never exactly ‘made’ a story. With me the process is much more like bird-watching than like either talking or building. I see pictures. Some of these pictures have a common flavour, almost a common smell, which groups them together. Keep quiet and watch and they will begin joining themselves up. If you were very lucky (I have never been so lucky as that) a whole set might join themselves so consistently that there you had a complete story; without doing anything yourself. But more often (in my experience anyway) there are gaps. Then at last you have to do some deliberate inventing, have to contrive reasons why these characters should be in these various places doing these various things. I have no idea if this is the usual way of writing stories, still less whether it is the best. It is the only way I know; images always come first.” The information outlined in this Manual may seem to contradict one major dictum of Lewis because it discusses in considerable detail how to construct stories and may seem to leave little to the imagination of the storyteller. However, this detail is necessary for trainers and facilitators of storytellers to learn the craft of storytelling well. I estimate that it will take at least two hours of class interaction and participation to work through each module, including the mentoring exercises. The materials given here have benefited from two workshops held in Papua New Guinea (see Appendix A for reports) and a course taught in Melbourne, Australia at the EQUIP course for 3 weeks. Although I have freely incorporated materials from an earlier Handbook on storytelling, the present work provides additional ideas and examples about storytelling.1 I have also freely quoted from many experts on storytelling in the sections called "Facilitator Notes". 1 Karl J. Franklin. Storytelling: A Handbook (Part II, Preliminary Draft, July, 2002. 5 6 Storytelling Manual MODULE ORIENTATION The following orientation outlines the modules for the course: 1. A Banner at the top of the page gives an abbreviation for the module, which is also on the Storytelling Map. 2. The Title of the module is next, followed by an overview of what the module contains. 3. Next is a short Objective for the module, sometimes with a number of sub-goals as well. 4. Following the objective are some ideas on Preparation, including some exercises and suggestions that the facilitator can do prior to introducing the topic. Other modules that can be helpful in preparing for this particular module are cross-referenced. 5. The next section is Practice, suggesting exercises that can help fulfill the objectives of the module and give some indication of the competencies of the learner. 6. A Skill-Check follows, outlining further exercises to indicate that the student has a sufficient understanding of the lesson to perform the objectives of the module. 7. Facilitator Notes is a beginning set of background and research materials designed with workshop leaders or facilitators in mind. These include information that has contributed to the formation of each module, as well as additional sources. Facilitators will undoubtedly add their own materials to this section. 8. References are materials consulted and that have proved useful in designing this Manual. In the development of the modules, I consulted the Criterion Referenced Instruction (CRI) approach, as outlined in the adult education model of Robert F. Mager. His is one of the many on learning and instruction that are on the website.2 The main principles in the approach are: Derive instructional objectives from job performance and be sure they reflect the competencies needed Study and practice only those skills that are not yet mastered to the level required by the objectives Practice each objective and obtain feedback about the quality of the performance Repeat practice in skills that are used often or are difficult to learn Sequence each module according to the pre-requisites and the progress noted by judging one’s own competence (mastery of objectives) Additional information that can be a helpful for facilitators is in the following Appendices: 1) Appendix A has reports of two storytelling workshops held in PNG. 2) Appendix B outlines some of the salient aspects of a "Melanesian" worldview. 3) Appendix C outlines some major themes from PNG stories by giving the titles of stories found in McElhanon (1974, 1982). 4) Appendix D is an essay that considers the plight of members of oral societies who are not likely to become literate. 5) Appendix E outlines the training needed for certain storytelling roles 2 (referenced July 2006) <http://tip.psychology.org/mager.html>. Storytelling Manual 7 ACKNOWLEDGEMENTS Many people have encouraged me in my involvement in storytelling: Paul Frank, then the Vice President of Academic Affairs for SIL International had a meeting with all of the International Academic Coordinators and asked each for specific instances of how they could assist me in the project. Don Lindholm, then an Associate to the Executive Director of SIL International worked with me to plan a storytelling strategy for small language groups in the Pacific. In PNG the administration, especially the Regional Area Directors, Michael Harrar and Andy Minch, gave me permission to conduct two workshops, one at Amanab in 2002 and one at Hauna in 2003. Staff members Dan Bouman, Neil Coulter,