Why Storytelling? accessible to all ages and abilities. No special equipment is needed to create artistic images. As a learning tool, storytelling can: – encourage students to explore their unique expressiveness – heighten a student's ability to communicate thoughts and feelings in an articulate, lucid manner.

Why Storytelling? Gaining Verbal Skills – Becoming verbally proficient. – Being able to lucidly express one's thoughts and feelings. – Clear communication is the first step to being able to ask for help when it is needed. Imagination – Both telling a story and listening to a well-told tale encourages students to use their imaginations. – Developing the imagination can: empower students to consider new and inventive ideas. contribute to self-confidence and personal motivation Passing On Wisdom – Storytelling based on traditional folktales is a gentle way to guide young people toward constructive personal values by presenting imaginative situations in which the outcome of both wise and unwise actions and decisions can be seen.

Getting Started *A Storyteller's Vocabulary List *Basic Creative Tools *Raw Material *Steps to Retelling Plot

A Storyteller's Vocabulary List Plot: – The sequence of events from which a story, play, song, puppet show, song, etc. can be made. Retell: – To restate in one's own words Version: – One of many possible presentations of the same plot Character: – People, animals, or other communicating entities in the tale Narrator: – The presenter of the tale

Basic Creative Tools Words: – Spoken text created by memorizing or improvising language of the tale Nonverbal Communication – Body language, gestures and facial expressions that contribute to the meaning of the communication Imagination: – An interior creativity that generates language and physical expression in the storyteller

Raw Material  Find a folktale plot to retell  Tell a personal or family story  Create an original plot (Creating New Tales)  Present a literary tale by memorizing the words of an author

Steps to Retelling a Plot Beginning: – Picture the plot as a movie in your imagination. – Start off retelling it by "chatting" it in your own words – easily remember. – Create your own version by retelling it over and over to different listeners until it starts to feel like a story. Middle: – Have a strong beginning and end by creating an enticing first and last sentence. Improvise the middle. – Using descriptive language, add detail to your basic "chatting" of the plot. – Try to help your listeners see what is in your mind. – Pretend to be all the characters by letting some of the characters speak dialogue. – When you are the narrator, make sincere eye contact with the audience. End: – Let your imagination make your body and face respond to the tale as you imagine it. – Tell the tale to a partner or a few people. – Ask a friend to listen to you and then give you some practical comments. – As you gain confidence, try telling the story in front of a larger group.

How Music and Movement Promote Development Social/emotional development Physical development Cognitive development

How Children Engage in Music and Movement Listening Singing Moving to music Playing instruments Imitating/representing movement

Group Singing and Movement Activities Simple songs with lots of repetition Songs with fingerplay Singing games and action songs Songs with funny sounds or silly lyrics Songs and dances of different cultures Movement games without music

Strategies for Introducing a New Song Select a song that is relatively short, has simple words, and a melody that is easy to remember. Make sure that you have practiced the song and know it by heart. Tell the children a story about the song. Sing the song to the children. Be animated and sing with a smile! Sing the song again and again, if you wish. Invite the children to join in or clap along. Use props, such as puppets, flannel board figures, or pictures, to help children remember the words of the song. Add motions to the song.

Assessment 2 Be in a GROUP OF 5. There are 2 tasks; Task 1 and task 2. Attempt BOTH tasks. Presentation of both tasks will be carried out on Week 12 (September 4, 2013) in the Library Auditorium. Each group’s presentation SHOULD NOT exceed 20 minutes. EVERYONE in the group should be presenters.

Task 1: Storytelling 1.Choose ONE of the folktales from the list provided. Click on the links given to read the folktales. 2.Discuss and plan how you want to retell the folk tale. 3.The storytelling should not exceed 10 minutes.

Finding Folktales to Tell 1.A Antlers 2.B The Boy Who Cried Wolf 3.C The City Mouse and the Country Mouse 4.D The Dog and His Bone 5.E Everyone Agrees to Peace 6.F The Fox and the Crow 7.G The Girl and Her Bucket 8.H The Honest Woodcutter 9.I Insulting the King

Finding Folktales to Tell 10.J Jugs in the Water 11.K Keeping the Gold 12.L The Lion and the Mouse 13.M Mice in Council 14.N The North Wind and the Sun 15.O The Ox and the Frog 16.P The Pitcher and the Crow 17.Q Quarrelsome Children 18.R Running For His Life

Finding Folktales to Tell 19.S Sour Grapes 20.T The Tortoise and the Hare 21.U Under the Lion's Skin 22.V Visiting the Lion's Cave 23.W The Wolf and the Goat 24.X X Marks the Spot 25.Y You Are Beautiful As You Are 26.Z Zig-Zag Walk

Task 2: Music and Movements 1.Select a song that has simple words and a melody that is easy to remember. 2.Add motions to the song and practice for the presentation. 3.During the presentation; – Tell your audience a story about the song. – Invite your audience to join in (as if they are the children). – Use props or pictures to help children remember the words of the song. 4.Your presentation should not exceed 10 minutes.

Enjoy Yourselves!!! =D