An Autoethnography: Using Stories and Drama to Improve My Teaching: A Professional Storyteller “Bends Back” to Look Forward Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Kevin D. Cordi, B.S., M.A., Education The Ohio State University 2009 Dissertation Committee: Dr. Brian Edmiston, Co-Advisor Dr. Amy Shuman, Co-Advisor Dr. Patricia Enciso Copyright by Kevin D. Cordi 2009 Abstract Employing autoethnography as methodology, this study details the promise and problems from my fourteen years as a classroom teacher and nine years as a storytelling teacher at the secondary level. It juxtaposes these experiences using the storytelling and storymaking processes found in process drama and dramatic inquiry. With dramatic inquiry, it examines how story is used to sustain the inquiry of students as they engage in the fictional world not as passive listeners, but as active agents or co-constructors of drama worlds (O’Neill, 1995). This is a critical study of how my identity as a professional storyteller and storytelling teacher has changed as a result of studying and teaching using pedagogies known as process drama (Heathcote, 1984; O’Neill, 1982) and dramatic inquiry (Edmiston, 2009). These methods of teaching employ improvisation and teacher-in-role (Heathcote, 1984) to co-construct and imagine in a drama world (O’Neill, 1995). As a storyteller, I have viewed storytelling within a limited “organized storytelling” (Stone, 1999) context with fixed rules and set descriptions of the essential story elements including tale, teller, and audience (listener). This study challenges these traditional assumptions of how story has been used in storytelling introducing other contexts, namely dramatic contexts, for classroom learning. It also questions how and why organized storytelling privileges the ii told story when story is used for classroom learning and explores how storymaking can be included in performed stories. It shows through autoethnography and thick description my transition from storytelling teacher to one who purposefully incorporates more---namely storymaking in my classes, process drama and dramatic inquiry. In addition to performance storytelling, this work values storymaking (King, 1993) and a different form of performance (Peterson & Langellier, 2004) found in “everyday narratives.” Applying these everyday narratives to classroom contexts when students are using process drama or dramatic inquiry, the teacher narratives are changed. This study examines how teachers can use the five dimensions of narrative as outlined by (Ochs & Capps, 2001) to improve their instruction. It details how improvisation (Heathcote, 1984) and facilitation by the teacher (and students) can expand the learning that comes from using narratives. Most of all, this work uses writing and telling stories to improve my teaching practice. Honest and situational examples in the form of scenarios and narratives highlight and emphasize my teaching. It is about the personal change in my teaching; it is about how I am identified and how I identify myself when using stories. iii Dedication To my loving wife, Barbara iv Acknowledgements I am indebted to Mr. and Mrs. Lyle G. Cordi who taught me my first stories and teach me everyday the value of living life well. Dr. Brian Edmiston who not only expertly shared with me the wonder and educational value of process drama, but has changed my teaching and how I respond to my students. Dr. Amy Shuman whose continual sage advice has helped me further acknowledge the relationship storytelling has for the academy and beyond. Dr. Patricia Enciso for showing me the value of socio-cultural learning and reflection. I value these people not only for lending an ear and eye to my research, but in shaping me as a teacher. I value their wisdom and friendship. Elizabeth Gibson who edited my work, our continual friendship is a document that will last. Michael Smorowski who is always there to help in a pinch and reminds me of the value of friends. Mr. and Mrs. H. Glenn and Jean Allen whose continual support is long lasting and appreciated. And last but not least, my students, my fellow storytellers, and my teaching colleagues, who have helped me have subjects worthy of reflection. Because of you, the stories continue to be told. v Vita Kevin D. Cordi 643 Nashoba Avenue Columbus, Ohio 43223 Home (614) 272-6153 Mobile: (559) 213-0161 e-mail: [email protected] www.kevincordi.com 1990 ……………….. Bachelor of Science in Secondary Education, College of Education, Kent State University, Kent, Ohio. 1993 ……………….. Summer Program for Master’s of Arts in Storytelling, College of Education, Department of Curriculum Instruction, East Tennessee State University, Johnson City, Tennessee. 1995 …………………. Master of Arts, College of Education, University of Akron, Akron, Ohio. 1998 …………………. Post Graduate Certificate of Education, School of Education, University of Sheffield, Sheffield, England. 1999…………………. Summer Scholarship Study, School of Communication, Department of Theatre, Northwestern University, Evanston, Illinois. 2004 to 2008 ……….. Graduate Teaching Associate, College of Education and Human Ecology, School of Teaching and Learning, The Ohio State University, Columbus, Ohio. 2008 to 2009……….. Lecturer, College of Education and Human Ecology, School of Teaching and Learning, The Ohio State University, Columbus, Ohio. 2008 to 2009……….. Academic Storyteller in Residence, The Multicultural Center, The Ohio State University, Columbus, Ohio. vi Publications Books Cordi, K. & Sima, J. (2003). Raising Voices: creating youth storytelling groups and troupes. Westport, Connecticut: Greenwood Publishing Group. Chapters in Edited Books Cordi, K. (2009). The Jealous bones of Aaron Kelly: Using ghost stories for middle readers. In Scary Story Reader for Middle School . Little Rock, Arkansas: August House Publishers. Cordi, K. (2008). It takes two to tango: ensemble storytelling. In Wright, H. & Wright, J., Team Up! tell in tandem. Yellow Springs, Ohio: Presto & Us. Cordi, K. (2008). Teaching from inquiry. In content area reading, writing, and storytelling. Westport, Connecticut: Libraries Unlimited. Cordi, K. (2007). Lost in translation. In Margaret Read Macdonald, Tell the world: Storytelling across language barriers. Westport, Connecticut: Libraries Unlimited, pp. 84-87. Cordi, K. (2006). American choices: American voices: telling the story. In Sherry Norfolk., Jane Stenson, & Diane Williams, The storytelling classroom: application across the curriculum,. Westport, Connecticut: Libraries Unlimited, pp. 171-175. Cordi, K. (2003). Listening: the other half of storytelling. In Allison Cox, The Healing heart project,. Ontario, Canada: New Society Publishers. Cordi, K. (2001). Tales from the couch. In Larry & Deborah Coleman, Pot likker: stories for teachers and learners., Johnson City, Tennessee, Pilgrim Press, pp. 72- 79. Cordi, K. (2000). Anansi and his tiny waist: story and teaching tips. In Jeanne Donato and Susan Brand, Storytelling in emergent literacy: fostering multiple intelligences. New York, New York, Delmar Thomson Learning, pp. 78-81. Peer Reviewed Journal Articles Cordi, K. (in process). How do classroom teachers and storytellers use children’s literature and oral stories to address issues of social justice? Storytelling, self, and society. Cordi, K. (2006). Grandparents living theater, Storytelling Magazine, 24 (2). vii Cordi, K. (2002). The country hears young voice, Storytelling Magazine, 14, 42-44. Cordi, K. (2000). Youth are sharing their stories, Tale Trader, 18, 9. Cordi, K. (1998). Storytelling: the next generation, The Voice: National Writing Project, 3(2) 7-10. Cordi, K., Bordlee, I., & Mitchell, D. (1997). Teaching ideas: assessing out loud, English Journal, 86 (1) 154-157. Cordi, K. (1997). Storytelling in the schools, Storytelling Magazine, (4) 15-17. Cordi, K. (1997). Voices of Illusion, Works in Progress, (3) 10-11. Cordi, K. (1997). Voices of Illusion: Kevin Cordi, Teenage Storytelling Troupes, Laughmakers, 15 (3). Cordi, K. (1994). Telling stories in high school, Storytelling World, 14 (2) 36-38. Editor Reviewed Journal Articles Cordi, K. (2007). The Story Box project, Ohio Medium Spectrum, Ohio Educational Library Media Association. 1-4. Cordi, K. (2006). Using writers of the future, Galaxy Press. 1-4. Media Cordi K. (2008). I-tales Videos for www.itales.com, 3 stories. Cordi, K. (2006). Keys to Imagination DVD, Story Watchers Club. Cordi, K. (2006). Christmas, DVD, Story Watchers Club. (Awarded The Film Advisory Board Award of Excellence, Parenting Media Award and positively reviewed by Book list “video pick” From School Library Journal) Cordi, K. (2006). Word Dancing and Other Tales of the Imagination CD. Cordi, K. (2005). Tapestry DVD tales for Small Ones Public TV. Completed and produced 11 CDs. Published with Voices Across America Storytelling project. Cordi, K. (2004). Peace Talk: The Other Side of the Story CD Cordi, K. (2003). Fantasy Alive CD Cordi, K. (2003). Wisdom Keepers CD viii Cordi, K. (2002). Community Campfire CD Cordi, K. (2001). Listen to the Animals CD (Storytelling World Award) Cordi, K. (2000). Kevin Cordi LIVE CD Cordi, K. (1999). Urban Legends CD Cordi, K. (1998). Tales to Tickle Your Funny Bone CD Cordi, K. (1994). Strength through story: Non-violent Means Told by Teens CD Fields of Study Major Field: Education ix Table of Contents Abstract..............................................................................................................................