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THE ANALYSIS OF STORYTELLING METHOD OF TEACHING ENGLISH
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Ministry of Education and Sciense, Youth and Sport of Ukraine Drogobych State Pedagogical University of Name I.Franko Individual task "THE ANALYSIS OF STORYTELLING METHOD OF TEACHING ENGLISH” Prepared by; Iulia Hrynkiv group EF-35 Drogobych - 2011 CONTENTS INTRODUCTION………………………………………………………………3 A STORY…….…………………………………………………………..4 A NATURE OF STORIES………………………………………...4 PURPOSE OF STORIES…………………………………………..4 FINDING AND SELECTING STORIES………………………….5 CHARACTERISTICS OF A GOOD STORY……………………..7 ANALYSIS…………………………………………………………….....8 CONCLUSION………………………………………………………….13 REFERENCES…………………………………………………………..14 INTRODUCTION Everyone who can speak can tell stories. We tell them informally as we relate the mishaps and wonders of our daily lives. We gesture, exaggerate our voices, pause for effect. Listeners lean in and compose the scene of our tale in their minds. Often they are likely to be reminded of a similar tale from their own lives. These naturally learned oral skills can be used and built on in classrooms in many ways. Story is the best vehicle for passing on factual information. Historical figures and events linger in children's minds when communicated by way of a narrative. The ways of other cultures, both ancient and living, acquire honor in story. The facts about how plants and animals develop, how numbers work, or how government policy influences history—any topic, for that matter—can be incorporated into story form and made more memorable if the listener takes the story to heart. TPR Storytelling (Teaching Proficiency through Reading and Storytelling or TPRS) is a method of teaching foreign languages. TPRS lessons use a mixture of reading and storytelling to help students learn a foreign language in a classroom setting. Many teachers also assign additional reading activities such as free voluntary reading, and there have been several easy novels written by TPRS teachers for this purpose.New experiences are most valuable when there are also opportunities to create new stories. How learners talk about their experiences indicates what they are learning and how the experience is affecting their development. Telling stories is the 'method' that we naturally use to tell others about our experiences. There are, of course, many ways in which a facilitator can intervene in this 'natural' process - and there are many good reasons for doing so. Both 'story-making' and 'story-telling' can be the key to learning from experience. These processes can be enhanced by a variety of 'story-based' reviewing methods. Using story-based techniques helps people to develop the kinds of stories that lead back into their experiences and throw light on their experiences - stories that draw out the power and the meaning and the learning. NATURE OF STORIES What is a story? In essence, a narrative account requires a story that raises unanswered questions or unresolved conflicts; characters may encounter and then resolve a crisis or crises. A story line, with a beginning, middle and end, is identifiable. In Bruner's (1986) words, "[Narrative] deals in human or human-like intention and action and the vicissitudes and consequences that mark their course. It strives to put its timeless miracles into the particulars of experience and to locate the experience in time and place." Stories can bring abstract principles to life by giving them concrete form. We cannot always give students direct experience with psychological concepts, but stories might come close. A story tends to have more depth than a simple example. A story tells about some event - some particular individuals, and something that happens to them. Stories engage our thinking, our emotions, and can even lead to the creation of mental imagery (Green & Brock, 2000). Individuals listening to stories react to them almost automatically, participating, in a sense, in the action of the narrative (e.g., Polichak & Gerrig, 2002). Bringing all of these systems to bear on the material in your course helps student learning. Students are awake, following along, wanting to find out what happens next and how the story ends. Bruner (1986) has contrasted the paradigmatic (logical, scientific) and narrative modes of thinking, but these modes need not be mutually exclusive in the classroom. PURPOSE OF STORIESStories can serve multiple functions in the classroom, including sparking student interest, aiding the flow of lectures, making material memorable, overcoming student resistance or anxiety, and building rapport between the instructor and the students, or among students themselves. Functions of stories: Stories Create Interest Stories Provide a Structure for Remembering Course Material Stories Are a Familiar and Accessible Form of Sharing Information Telling a Story From Experience Can Create a More Personal Student-Teacher Connection FINDING AND SELECTING STORIESThere are a wealth of sources for teachable stories - current events, history, television programs, classic literature or drama, and personal experience (your own and others). Some instructors find it useful to have a folder or notebook for teaching stories; make a habit of clipping relevant newspaper stories, or making notes about events that are perfect illustrations of some psychological concept that appears in your course. These don't have to be current events to capture student interest: A colleague uses a scene from the book Killer Angels (Shaara, 1974), about the Battle of Gettysburg, to demonstrate the power of perception over reality. In the book, the Confederate General Longstreet is portrayed as sitting calmly before the battle. A foreign journalist infers that he is composing himself, thinking of strategy and so forth. In reality, he is weeping, knowing his men will die because he asks them to, knowing what the day will bring. And remember, research results need to be true, but stories do not. Do not be afraid to use stories from fiction, especially well-known fiction. For instance, the children's story "The Emperor's New Clothes" demonstrates social influence principles; the interactions between Iago, Othello, and Desdemona in Shakespeare's play Othello provide a powerful illustration of the importance of perceptions over objective reality. Textbooks may also be sources of stories; some books use stories to introduce or frame chapters, while others (such as Aronson's Social Animal) intersperse narratives throughout. Readers may want to consider books with "inside stories." Such stories have been collected by Brannigan and Merrens (1995) in their Research Adventures series. Other recommendations for sources of stories include: A History of Geropsychology in Autobiography. (Birren & Schroots, (2000) Case Studies in Abnormal Behavior (6th ed.) (Meyer, 2003) Classic Studies in Psychology (Schwartz, 1986). Disordered Personalities in Literature (Harwell, 1980) Forty Studies that Changed Psychology: Explorations into the History of Psychological Research (4th Ed.) (Hock, 2002) Pioneers of Psychology (3rd ed.) (Fancher, 1996) Portraits of Pioneers in Psychology (Kimble, Wertheimer, & White, 1991) The Story of Psychology (Hunt, 1993) Think about common experiences that your students have likely had - stories about leaving home, dealing with roommates, handling relationships, and the like may be especially relevant to a college-age audience. Stories may also be integrated with technology. You may be able to locate computer-based or interactive stories that relate to your course content. (If you are programming-savvy or have time on your hands, you may even be able to develop these kinds of applications.) Teaching Web sites can also be rich sources of stories. And you don't always have to be the storyteller; films and Web sites may also be effective means of delivering psychology's stories. ANALYSISStorytelling is best done in a relaxed atmosphere free of distractions. The audience ought to be comfortable and close. Candle light and campfires are ideal situations for telling stories, but often impractical. The teller needs to give careful attention to the setting before hand - and be prepared to rearrange a room to bring his hearers closer, or use a backdrop or hangings to create atmosphere - especially in classroom settings. Props, costumes, or some getting acquainted patter may also help in getting and keeping attention and creating a mood. We can use storytelling by using four skills depend on the situation of students and atmosphere of place. A. LISTENING SKILL Storytelling helps the students to listen well, whether the students understand or no from that story.B. SPEAKING SKILL Basically from the story which stored the students can take character from players each take on a personal of a character in the story, and have particular skills and abilities then use the role-playing game.Role-playing Games (RPG) began with the creation of Dungeon and Dragons, and have proliferated into a vast number of publications designed to create adventures in every conceivable realm of time and space and fantasy. Basically the players each take on a persona of a character in the story, and have particular skills and abilities, they make decisions and act as the game unfolds.. A game master runs the game loosely - guiding the characters through imaginary settings and events and confrontations with non-player characters, and referees the game.. Actions and conflicts are resolved with frequent dice rolling and the use of books full of maps, charts, creatures, and other rules. Since they take place in imaginary worlds, there may be magical and other unreal elements. Because of this, some religious people have labeled the games as "satanic" influences. In some ways, RPG's create or use stories as a framework, but usually the storytelling suffers from the frequent dice rolling and haggling about rules, and games may go on and on without a climax or resolution. Still RPG's have some potential for creating stories especially if they are not overburdened with dice rolling and consulting of the rule books. Students also can retell story from story which stored by teacherC. WRITING SKILL Writing skill helps the students to write their own story. From grammatical students know from the genre of the text such as recount text that usually use simple past tense. D. READING SKILL Students read the story and understand the contain from that story and can retell well then can answer the questions of tasks. Students know kind of genre from the textStorytelling traditionally begins with a "Once upon a time..." opening. and then a storyteller’s silent pause to gather his thoughts. The traditional openings, of which there are many (often with responses from the audience), were "rituals" that served as a signal that the teller was suspending "time and space" as we know it and transporting the audience to a world of imagination and play. They identified the teller and established the audience’s commitment to accept for the moment that imaginary world and its "rules". Similar "rituals" also signal the end of the story and their return to reality. Many adults today have forgotten these "rules of the game." There are online lists of Beginnings and Endings.Improvisational and participation storytelling The art of improvisational storytelling is one that true storytellers need to cultivate and frequently practice. When I have told Improve stories - they have often been the highlight of the program. I suspect it is because all telling is a partnership between tale teller and tale listener, and people love to participate. I suspect that the masters of storytelling all have learned this art - of involving their listeners in the creation of a tale. A seminar I attended suggested some basic rules:1. Solicite from the audience some basic elements - a Character, a Place, a Mission. 2. Then begin telling, from time to time (frequently) pausing to allow the audience to add suggestions - objects, places, characters etc. to the story. Once you accept something from the audience - it must continue as part of the story. 3. Draw on all the senses with your narration. Describe the scenes. Let feelings flow from your characters. 4. As you build your tale, keeping in mind the elements of a story and its unfolding plot, always pushing towards "danger", or building tension into the tale. Here knowledge of folklore and traditional stories comes in very handy. 5. Be imaginative and creative - go for surprises and unusual twists. 6. Finally bring the story to an appropriate climax and conclusion. (Usually the re-incorporating the earlier events, objects, places and characters will give you a direction in which to go. This is the hardest part - getting out of the story, once you have gotten into it - it is also the element that makes Improve telling so much fun!)Using Storytelling games to help student’s master communication, learn about language, and practice thinking skills with the expert guidance of professional storyteller and educator Doug Lipman. Storytelling games are a fun and exciting way to explore places, periods, and peoples, and even to practice math and science. The author provides step-by-step methods for adapting and using the story games to meet the needs of specific groups. He explains how to teach each game, control the group without decreasing energy, and even how to get reluctant players to contribute. There are all sorts of activities one can do with these cards, largely depending on the numbers of participants. Form small groups. Put some cards face down on the table. First person turns one up and begins to tell a story incorporating the picture. When they feel they have told enough, the next person turns up the next card, lays it along side the first and continues the same story but incorporating the new picture. And so on. It works amazingly well, largely due perhaps to the quality of the pictures. But this is only one activity. There are lots more and soon we find our own variations. Types of stories can we tell on our blog1. Personal Discovery Stories – tell how you discovered a lesson. These stories show your readers how similar you are to them and also might give some practical advice on how they might learn from your experience.2. Stories as Analogies and Illustrations – tell a story that on the surface has nothing to do with your topic but which illustrates a principle that is relevant.3. Success Stories – tell how you achieved something. These stories can be inspirational and motivating for your readers.4. Failure Stories – I find that these stories are incredibly powerful – particularly if you are able to show some lessons learnt through a failure.5. Tell Someone Else’s Story – sharing the journey of someone else and how/what they learned can be effective6. How I did it Stories – these practical stories can be effective because they talk your readers through a process in a relatable way7. Biographies – pick a key person in your niche and tell your readers that person’s story – pulling out useful parts that can be applied and used to enhance your readers lives.8. Autobiographies – tell your own story from start to finish. I’ve done this a couple of times (example) and find readers really respond well to it. It can also be something to link to from your About Page for further reading.9. Picture Stories – using images or video can be another great way of communicating a story because it engages the senses in a way that text can’t (similarly – audio posts/podcasts can do this too).10. Case Studies – quite often pulling apart someone else’s experience in a case study can be a powerful way to connect with readers. Similarly you can use your own story, or the story of a project, brand or company that you had something to do with can be useful.11. Fiction – if well written a made up and imaginative story can be a good way to lead into a post. You’ll probably want to come clean about the fact that it’s not true though 12. Reader Stories – ask your readers to tell you their stories/experiences on a topic. You might kick things off with a short one of your own but then quickly hand it over to others to share.13. Collective Stories – sometimes telling the story of a group of people, industry, niche etc can be very powerful. This might be presented as a ‘history of….’ your niche/industry which chronicles key developments over time. These pieces can almost become reference material for others in your industry.14. Imagine If…. Stories – another type of story that I’ve seen used well on occasion is one where you get your reader to imagine a hypothetical scenario that they are in. Here’s an example of this where I told a story in the 2nd person (with YOU the reader as the main character). These posts can be particularly useful for getting readers to FEEL something Ways of telling a story to a group: Mixed language tellingOne of the most powerful ways with a group of beginners is to tell the story in the way that follows: (In this case the target language is Modern Greek):There was this man and he seemed very agitated. This andras, this guy, he went round and round the kipo behind his house (kipo is a garden) looking for something. The andras got down on his hands and knees and started scrabbling around in the border underneath the traiandafila, the roses. Now the wife of the andra, his yineka, happened to be in one of the upstairs rooms of the house. The yineka looked out through the bedroom parathiro and saw her andra searching for something in the border under the traiandafila. She asked him what he was doing. 'I’m looking for my house keys' her andras shouted.back. 'Did you lose your house klidia down there in the kipo, in the border under the traiandafila?' 'No' said her andras, 'I didn’t lose my klidia here under the traiandafila, but the light is so much better here!'The text construction is logical enough for students to understand all the Greek words without having to strain too much. Bi-lingual stories of this sort are magic with small kids and people at this stage of linguistic brilliance lap up and ‘interiorize’ the new language without realizing what is happening in their minds. When the story has been told half a dozen times with more and more target language words being used in each telling the whole story is told in the target language and the learners have the giddying sensation that they have understood everything. Multi-voice storytelling It is telling a story with the help of the listeners. Ask a couple of learners to sit either side of you and a bit back from you, all three facing the class group. Then start the telling like this: This story is about three people who lived in a village in Vietnam. It was a small village and it had a big river... I simply don’t remember what the river was like and where it ran… [turning to one of the helpers] Do you have a better memory than me? Can you describe it? Both helpers have a go at positioning the river in the village. Then carry on telling the story. Five or six times stop and get the helpers to enrich the telling with their descriptions. It is necessary to be careful to retain the plot in one’s hands until very near the end. Then ask all the students to write down the ending that they imagine. They read their endings to each other and the teacher finally also gives them the ending. Told in this way, the story belongs much more securely to the group than if being tald by the teacher. Sandwich story creative writing technique Example: Dictate to your class these first lines of a story: 'Do you know why dogs in Papua New Guinea always sniff each other’s tails when they meet? Well, you’ll soon find out. Long long ago all the dogs on the island came to the hilltop for a meeting.' Then ask them to please describe all the different kinds of dogs which came to the meeting place. Give the students time to write about the dogs. Then ask them to please write what you dictate and say the next sentence: 'The meeting place was a huge hall at the top of a hill.' Then ask them to describe the sort of building they imagine and give them a few moments to write their description. Then once again dictate the next part of the story: 'Before the dogs arrived the place had been very, very quiet.' Ask the students to describe what it sounded like with more than 1000 dogs all moving around. Give them time to write and then continue dictating the story. 'Before they went into the great hall all the dogs had to go and hang their tails up in a special tail-house.' Ask the students to explain why the dogs could not enter the great hall with their tails on. Give them time to write the explanation and then continue dictating. 'Halfway through the meeting the dogs smelt something burning. They rushed for the doors of the great hall and saw smoke billowing out of the tail-house.' Lastly, ask the students to finish the story in any way they like. Group the students in threes and tell them to read their text to their classmates. They read both the dictated parts and the parts they have written. This sandwich story creative writing technique is an outstanding one for the following reasons: Half of the final text is in fully correct English, the parts dictated by the teacher Half the text is the students’ own free invention Psychologically the student appropriates the teacher’s part and feels it to be his own because of his own creative input All of this boosts the student’s linguistic confidence Two history, one fiction Think of two incidents from your life that you are happy to tell the class and mentally prepare to tell these as brief anecdotes. Also dream up something that might have happened to you but which did not. Prepare to tell the made-up anecdote with the same conviction as the two real life stories. Come into class and simply invite the students to listen to three different things that happened to you some time ago. After the telling explain that two of the anecdotes were real-life happenings while one was fiction. Group the students into fives to decide which was the ‘imaginary’ story. Tell them they will have to justify their choice. After a few minutes in the small groups ask students to give their views to the whole class. Take a vote on which the made-up story was. Students tend to really love lie-detecting especially when the teacher is the 'liar'. | |
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