Storytelling And Puppetry Marilyn Rice, Mary Tobin & Sandy Wilberger TTAC at VCU

1. Storytelling And Puppetry Marilyn Rice, Mary Tobin & Sandy Wilberger TTAC at VCU

2. Learning Objectives • Describe the developmental progression of storytelling • Explore ways to include storytelling in your day • Develop strategies to use when creating stories • Discuss ways for using puppets throughout the classroom

3. Storytime • Sometimes my hands are at my side, • Then behind my back they hide. • Sometimes I wiggle my fingers so, • Shake them fast and shake them slow. • Sometimes my hands go clap, clap, clap; • The I rest them in my lap • Now they’re quiet as can be • Because it is storytelling time you see!

4. WHY Is Storytelling Important? • The period of birth-8 is a critical time of intellectual development • Stimulates imagination and visual imagery as they image the story • Develops oral communication skills • Increases auditory discrimination • Strengthens listening and pre-reading skills • Encourages creativity • Promotes visual discrimination

5. Why is Storytelling important?

6. The Power of Storytelling • The Power to remember • The Power to entertain • The Power to teach • The Power to inspire • The Power to create • The Power to revisit • (Dr. Rebecca Isbell)

7. A Story told instead of a story read… • The storyteller is able to maintain eye contact with the children throughout the story • The storyteller can provide immediate response to the children’s reactions • The story can be aligned to meet the audience (explanation, embellishment, shorten/lengthen) • Storytelling increases the understanding of the story

8. Storytelling… • Storytelling capture’s children’s interest because the process is so powerful • A story told allows the listener to develop visual images • Oral language provides a foundation for reading and writing.

9. Essential Elements • The Story • The Teller • The Listener

10. THE STORY • Select a story that you like personally. Your passion for the story will go a long way in the effectiveness! • The story should teach qualities that make it worth telling to young children • The story should match the developmental level of the children • Stories that encourage active participation by listeners are good for beginning • Children live in the seasons! Establish a story center somewhere in your classroom.

11. The Teller • Learn the story & come up with ways to bring the story to life (Gather materials you need) • Gather the children around you “Today I am going to tell you a story. Now, my story will begin” • Observe the interest of the children and interact with their responses • At the end of the telling, ask questions and discuss happenings • Provide a follow up activity

12. The Listener • What is the listener doing? • When is the listener engaged?

13. Making storytelling come to life • Motivate the children to come to storytime • Musical instruments, props • Sensory involvement • Build their interest in the story • Ask questions • Refer to concrete things in their life • Tell the story with enthusiasm • Use hand gestures and facial expressions

14. Use rhyme and repetitive text to your advantage • Use children’s names in stories • Allow the children to be involved • Use simple props • Have a scavenger hunt in the room to find the “pieces” of the story • Use photographs to make up a story. • Repeat the story!

15. The story should be easy to follow • Characters should be understandable and easily defined • Interesting language patterns are repeated in the story • The moral of the story is easily understood and applies to children

16. Sources of Stories • Folktales • Authored Stories • Family Stories • The Little Red Hen, The Three Billy Goats Gruff, Teeny Tiny, Johnny Cake • Stories from Different Cultures

17. Developmental Progression in Storytelling • Looks at objects in a picture book as they are named • Vocalized when objects in a picture book are names • Points to objects in a book • Names objects in a picture book • Names common objects in a picture book • Names common actions in a picture book

18. Developmental Progression, con’t.. • Tells stories about personal experiences • Tells stories about imaginary experiences • Uses spoken dialogue when telling stories • Tells story in a sequence with a beginning, middle and end

19. To Be a Better STORYTELLER • Know your story • If you don’t know your story ahead of time…how you will you know when to…. • Pause? • What questions to ask? • What your characters might sound like? • When to change the tone of your voice to show emotions? • When to add sound effects?

20. Storytelling • By listening to others tell stories, you get a sense of what holds the children's attention and what does not and what the children enjoy • Practice telling your story – you can not get better without practice! • Tape record yourself…

21. Getting started with storytelling • Involve the children in discussing the story before you tell the story & acknowledge the children’s responses • Introduce the story setting and characters • Introduce the story theme • Use props to help children remember the story • Prompt children to recall story details • Use a prop for each important story detail

22. VISUAL PROPS • Staples: scarves, sheets, hats, funny glasses, blankets, parachutes • Utilize your clothes from dramatic play! • Real items • Musical Instruments • Stuffed animals, toys • Homemade Items, household items • Puppets

23. Story retelling • Can be the whole class, small group or an individual child. • Clothesline props technique for visual reminders • Teacher can tell the story and children can act out • Offer open-ended prompts such as “Where did the story take place?”; “What happened next?” or “Tell me more about this character”.

24. Children as Storytellers • Have a special place in the classroom where teachers can retell stories • Children who have regularly listened to stories will be interested in telling their own stories

25. Multisensory • Sight – turn out the lights, use colored lights • Sound – background music • Smell – candle • Taste – foods that relate to the story • Touch - items relevant to the story that the children can hold, touch

26. Curriculum IntegrationGoldilocks and the Three Bears • Art – open ended (have children draw the story) • Cooking – Make oatmeal • Pretend Play – bowls, spoons, bears of different sizes • Math – Bear Manipulatives • Science/Sensory – Oats in the Tub • Blocks – Add stuffed beards • Language arts – Flannel Board Story # bears • Music & Movement – Going on A bear Hunt

27. Puppetry • An ancient form of oral expression • Passed down from families; binds cultures • Puppetry augments storytelling by providing visualization & surprise elements • Puppets are used for education,therapy and communication

28. Puppets • They are often psychological props • They give children something to hide behind when speaking • Allow children to become someone else • Help children problem solve disagreements • Offer 2 ways for children to be creative; making the puppet and making the puppet come to life

29. Puppets • Foster social interaction and communication • Foster role playing and imagination • Foster listening skills • Facilitate in maintaining attention • Provide a visual and kinesthetic experience • Are often underused in ECE classrooms!

30. Puppet Uses • Leading a song • Teaching positional concepts (above, below, next to, in front of • Tape record/video children using puppets and then write down their story • Puppet Theatre • Have a specific puppet for each center area • Felt board stories and puppets • Dramatize holiday ideas • Represent particular ethnic customs • Roles of community helpers

31. Puppets • Glove/ Mitten • Wooden Spoon • Toilet paper roll • Paper Bag • Hand Shadows • Styrpfoam Ball • Envelope • Paper Plate • Paint Stick • Sock • Magnetic • Finger

32. Getting Started With Puppets • Introduce the puppets and let them children just explore them for awhile • Add a simple puppet stage when you feel the children are ready • Give homemade puppets a name • Give different puppets a responsibility in the classroom (calling roll, signaling transitions, coming to group time) • Puppets can be special visitors • A few good puppets are better than 50 bad puppets!

33. Final Thoughts… • The key to successful storytelling with young children is to involve them in the whole experience! • Make the children feel they are a part of the process and a part of the story. How will you get started??? _______________________________ _______________________________ _______________________________