It narrative account of a real or imagined event.
It is more generally agreed to be a specific structure of narrative with a specific style and set of characters, and which gives as a sense of completeness.
We use stories to pass on accumulated wisdom, beliefs, and values. We can explain how things are, why they are such, and our role and purpose in life.
Telling is the live, person-to-person, oral ad physical presentation of a story to an audience. Telling involves direct contact between teller and listener. It mandates the direct presentation of a story by the teller.
The teller’s role is to prepare and present the necessary language, vocalization, and physicality to effectively and efficiently communicate the images of a story.
The listener’s role is to actively create the vivid, multi-sensory images, actions, characters, and events -the reality-of the story in his/her mind based on the performance by the teller, and on his/her past experiences, beliefs and understanding. the completed story happens in the mind of the listener, unique and personal for each individual.
It is the art of using language, vocalization, and physical movement and gesture to reveal the elements and images of a story to a specific live audience.
Storytelling can also be describe as..
- An interactive performance art form
- By design, a co-creative process
- By its nature, personal, interactive, and uniquely human
- A process, a medium for sharing, interpreting offering the content and the meaning of a story to audience
Storytelling also helps to develop and further…
- Verbal communication skills
- A child’s imagination
- Weighing consequences of one’s action
Storytelling aims to..
- entertain and amuse the child
- Facilitate development of reading skills by exposing a child to different oral language patterns
- Create a shared common experience
- Develop a child’s listening skills
- Develop a positive attitudes for books and reading in young children
- contribute to the social and cognitive development of the child
- Contribute to the child’s mental health
- Aid in the development of an ethical value system
- Introduce classic tales and help in passing on traditions and values
- Facilitate in the development of an extensive vocabulary in young children
- Enrich the various area of the curriculum, such as English, History, Filipino or Science.
- Help the child appreciate his own cultural heritage, as well as the heritage of the others.
EFFECTIVE STORY TELLING: THE PROCESS
Before telling the story
Prepare the everything needed before the audience assembles. Welcome the children, using a carefully modulated voice – neither too high nor too low. set a low key atmosphere.
a. Unlock Difficulties – This is done before telling the story to make sure that all the key words in the story are understood by the children. It also aids in vocabulary development.
Ways to unlock unfamiliar words are through:
- REALIA – the best way to introduce the meaning of a word. present a real object to explain the meaning of a word.
- REPLICA – if real objects are not available, pictures may help explain the meaning of word.
- DEMONSTRATION – if a word to be unlocked is an action word, demonstrating the action to the children works best.
- CONTEXT CLUES – sometimes it cannot be avoided that there are neither pictures nor real objects to help unlock the meaning of the same words. Sentences with context clues will help to come up the meaning of the word that is to be unlocked.
b. Develop a Purpose for Reading: schema Preparation
After unlocking the difficult words, you need to develop a smooth transition to reading the story. You can develop a purpose for reading the story to the children via preparing the child’s schema (previous knowledge and experiences). This can be done by asking motivation and motive questions.
Motivation Questions:
It is a question derived from the child’s prior knowledge, to engaged the children’s attention and tease their minds into joining the discussion.
it is a question that merges the child’s previous knowledge with the information found within the story to be told.
Beginning the Story
After getting the answers to the motivation and motive questions from the children, you can proceed to introduce the story. To do this, introduce the title and do not forget to acknowledge the author and the illustrator.
Telling the Story
it is the most important part of storytelling. at this point, the good or bad qualities of the storyteller become evident.
The three methods of telling a story are:
Reading from a book – the story is read aloud from the book
Narration – the storyteller simply narrates the story.
Combination of reading aloud and narration – some parts of the story are read from the book while others are narrated. usually descriptions of setting and characters are read, while conversations are narrated.
Ending the story
Once you’ve finished the story-STOP. Don’t ramble on.leave their thoughts lingering over it. Don’t feel that you have to explain everything.
EFFECTIVE STORYTELLING: WHAT COMES AFTER
Talking about the story
After the story had been told, it is ideal that it be discussed especially if the aim is to develop a child’s skills in appreciating and gaining the insights of the story.
After the story
Storyteller should test if the listeners understand the story. The following model can be used:
a. Getting to know the setting
1. Where does the story takes place?
2. What are the characteristics of the place?
3. When did the story happen?
b. Getting to know the characters
1. Who is the main character?
2. What do you know about him or her?
3. who are the other characters?
c. Getting to know the problem
1. What does the main character want to achieve?
2. what did he do to overcome his problem?
d. Summarizing the plot
1. How did the story start?
2. What is the climax of the story?
3. How does the story end?
OUR STORY
Aesop’s Fables : Boar with Foresight
Let us enjoy reading this one of Aesop’s Fables of Boar with Foresight .
A wild boar was rubbing his tusks against a tree.
A fox passing by asked him what he was doing.
“My tusks are my weapons,” said the boar. “I’m sharpening them.”
“Why waste time sharpening your weapons when there’s no danger in sight?” said the fox. “You’re being foolish.”
Just then a hunter appeared on the scene.
Frightened by the boar’s sharpened tusks, he turned on the fox instead and shot him dead.
Moral : Be prepared.
Before the story:
- We energize our students using the Kid Song: Five Little Monkeys Jumping On the Bed
Five little monkeys jumping on the bed
One fell off and bumped his head
Mama called the doctor,
And the doctor said
No more monkeys jumping on the bed
Four little monkeys jumping on the bed
One fell off and bumped his head
Mama called the doctor
And the doctor said,
No more monkeys jumping on the bed
Three little monkeys jumping on the bed
One fell off and bumped his head
Mama called the doctor
And the doctor said,
No more monkeys jumping on the bed
Two little monkeys jumping on the bed
One fell off and bumped his head
Mama called the doctor
And the doctor said,
No more monkeys jumping on the bed
One little monkey jumping on the bed
One fell off and bumped his head
Mama called the doctor
And the doctor said,
Put those monkeys right to bed
2. After the energizer we prepare picture puzzle activities, those pictures are related with the story . For them to have an initial idea of the story to be told. those pictures are examples of wild animals found in the forest.
3. After the activity, we ask the students a motivation questions.
a. who among you have been to forest?
b. what can you see in the forest?
c. what kind of animals are there in the forest?
d. Give examples of animals that can be found in forest.
4. We also unlock the difficult words found in the story before the story telling.
a. boar – a tusked wild pig
b. tusk – a long, pointed tooth, especially developed so as to protrude from the closed mouth.
c. fox – a carnivorous mammal of the dog family with a pointed muzzle, and a bushy tail, proverbial for its cunning.
d. hunter – a person/animal that hunts
e. rubbing – moves repeatedly back and forth on the surface. (through demonstration)
DURING READING
We first tell the author’s name and the illustrator, and then we used the combination of reading aloud and narration. We tell the story and then briefly asked a questions so that listeners could pace with the story. We also use our voice on different characters for them to recognize each of them.
AFTER THE STORY
We prepare the reading comprehension test for us if we really know if they were really understand the story.
- Where did the story happen?
- Who are the characters in the story?
- What was the boar doing on his tusk?
- who appear in the story?
- what does the hunter do?
- what was the lesson of the story?
Developmental reading 