Wednesday, March 9, 2011
More Blogs Coming
The program performances are over but the program is not over until the paperwork is done! Have been ill and am now ready to finish the posts.
Sunday, February 13, 2011
Third Day at Southport
Blog from Third Day at Southport Elementary
I was so sad to see the last day arrive for my work with the students and staff at Southport! The site is small and I got to know many of the children in the two days I was there.
On the last day, they delighted me by not only recalling (very well!) the tale of the Bear’s Breakfast, but also by wanting to tell it alone! So many wanted to do solo performances that I felt badly that we did not have the time to do that. But I encouraged them to tell their parents the stories when they were at home.
Only six parents were able to come—many work long hours. Some of the students expressed regret that their parents would not be able to come for that reason and I encouraged them to perform the stories at home and told them about my childhood—both of my parents worked so could never attend school events. They seemed somewhat comforted by the fact that I really understood how they felt.
Per prior arrangement with Kathy Smith, CIS After School Director, and the CIS Site Director, Miss Shelia, we began the “show” at 4:15.
I performed a North Carolina Version of Ming Lo Moves the Mountain for them. Then we did my version of Stone Soup, set in a school. Then I explained to parents what the week was about—stories with positive values to help with the problem of bullying by modeling right responses and encouraging creative thinking to deal with problems.
While I spoke, the students were given their Bear Breakfast puppets by the teachers. Then we acted out the story of the Bear’s Breakfast together for their parents. We gave them my grandmother’s chicken soup recipe to take home!
The staff served cookies to everyone afterwards and I stayed and talked with several students and parents.
The handouts for the stories should reinforce the learning in each story in future weeks. I forgot to hand out the evaluation sheets but will ask Kathy to email the sheet to Miss Shelia next week.
On Monday the program starts at Virginia Williamson where the format will be different, reflecting the much larger size of the program and lack of ability to have craft time at the site. For that program, I will perform three stories each day and give out the puppet forms as a take home craft rather than an on-site activity.
I was so sad to see the last day arrive for my work with the students and staff at Southport! The site is small and I got to know many of the children in the two days I was there.
On the last day, they delighted me by not only recalling (very well!) the tale of the Bear’s Breakfast, but also by wanting to tell it alone! So many wanted to do solo performances that I felt badly that we did not have the time to do that. But I encouraged them to tell their parents the stories when they were at home.
Only six parents were able to come—many work long hours. Some of the students expressed regret that their parents would not be able to come for that reason and I encouraged them to perform the stories at home and told them about my childhood—both of my parents worked so could never attend school events. They seemed somewhat comforted by the fact that I really understood how they felt.
Per prior arrangement with Kathy Smith, CIS After School Director, and the CIS Site Director, Miss Shelia, we began the “show” at 4:15.
I performed a North Carolina Version of Ming Lo Moves the Mountain for them. Then we did my version of Stone Soup, set in a school. Then I explained to parents what the week was about—stories with positive values to help with the problem of bullying by modeling right responses and encouraging creative thinking to deal with problems.
While I spoke, the students were given their Bear Breakfast puppets by the teachers. Then we acted out the story of the Bear’s Breakfast together for their parents. We gave them my grandmother’s chicken soup recipe to take home!
The staff served cookies to everyone afterwards and I stayed and talked with several students and parents.
The handouts for the stories should reinforce the learning in each story in future weeks. I forgot to hand out the evaluation sheets but will ask Kathy to email the sheet to Miss Shelia next week.
On Monday the program starts at Virginia Williamson where the format will be different, reflecting the much larger size of the program and lack of ability to have craft time at the site. For that program, I will perform three stories each day and give out the puppet forms as a take home craft rather than an on-site activity.
Day I and 2 at Southport
Photo of Me with Kathy Smith, CIS After-School Director in Brunswick County, NC
Arrived early on the first day (February 8) and met the students and staff. Kathy Smith was there to tape the story session. The students were great listeners and loved the stories. They were not so interested in doing a craft—any craft. Their objects came before they even heard what it was.
Some of them did enjoy making the puppets. They all told me that they liked the stories!
During the craft time I did ask them questions about bullying—a survey from one of the anti bullying resources. They were honest. But I do not think we learned anything new.
There are no follow up activities or questions for the teachers to use afterwards with the students for this set of stories.
Day two’s story time went very well-. / They loved the rattlesnake story and were excited participants in the Bear’s Breakfast. Most were happy to make the puppets for Bear’s Breakfast since we told them that they would perform it for the parents. .
After talking with Kathy we changed the format a bit for the parent day.
The students will do stone soup with me without any craft. Then I will tell them another story, putting off the time that they do the story of Hungry Bear for the parents until alter so that more of the parents can get there in time to see it!
I am selecting the story of the Emperor and the Nightingale or perhaps the story of the Li Po and the dragon to add to the stories for them.
Kathy mentioned to me that after talking with the staff at Virginia Williamson, she did not think it advisable to do crafts because they do not do craft projects together at that site. Adding to that factor is the cheer numbers—70 students at Virginia Williamson. We decided that for them the puppet shapes will be take homes. I will have them ready for the students to take away and they can use them to retell the stories at home!
I will add an additional story to each day’s repertoire for Virginia Williamson to fill the time slot. Because of the size of the group, most of the story participation will be call and response format.
Some of the stories I am considering for additions at Virginia Williamson:
Hambone (bullying of dog by cat)
The above two stories—Nightingale and Li Po and Dragon –one ---the Emperor does not value the little nightingale, in the second, the dragon is a bully and the boy makes friends with him.
Shark! The story that tells the origin of the first shark—a bullying mother in law becomes the first shark! This is my own version of a Japanese folk tale and always a lot of fun.
Sunday, February 6, 2011
Stories at Chapin Museum, Happy New Year!
The year of the Rabbit was my theme for storytelling yesterday (Feb 5) at the Chapin Museum in Myrtle Beach. Great tie-in with anti-bullying since Rabbit is wise and kind and solves problems that way!
Sun News in Myrtle ran a feature online of photos of the day's events and included one of my story session!
You can view it at--and you will get to scroll through lots of other photos of the day as well. Event is annual and free to the public.
http://www.thesunnews.com/2011/02/05/1964897/chinese-new-year.html#http://media.thesunnews.com/smedia/2011/02/05/20/chineseNYr-1372.standalone.prod_affiliate.78.jpg
Sun News in Myrtle ran a feature online of photos of the day's events and included one of my story session!
You can view it at--and you will get to scroll through lots of other photos of the day as well. Event is annual and free to the public.
http://www.thesunnews.com/2011/02/05/1964897/chinese-new-year.html#http://media.thesunnews.com/smedia/2011/02/05/20/chineseNYr-1372.standalone.prod_affiliate.78.jpg
Thursday, February 3, 2011
Almost time to start!
The actual performance dates are coming up soon! I have a performance at the Chapin Museum for Chinese New Year coming up this weekend and that will be a lot of fun. Actually, the stories that I will tell for this year, the year of the rabbit, have a lot of significance for my anti-bullying program. In this case, rabbit is not a trickster. In the Chinese zodiac, Rabbit exhibits the qualities that I emphasize in the program—kindness and compassion. He treats others as he would like to be treated—he puts others ahead of himself.
Flexibility makes story performance a perfect vehicle for use in a values teaching setting. My role as teller—to serve the audience with the to use the stories to help them understand the principles of behavior that fosters positive social interaction and builds that will build enable the student to build up one another in stead of tearing down character and feelings of others
If you have been reading the blog, you may have noticed that along the way, we (Kathy Smith, the CIS Director of After School Programs, and I) made several changes in how we are presenting the program, based on the size of the audience, ages presented and needs of the site schedule. The flexibility of story makes this possible. A teller needs to have a servant attitude. The teller is servant to the audience and the story itself, working to meet the physical, emotional age and other needs of the students and adapting to the physical limitations of each site when presenting.
So, far this is the plan: the first days of the program will be story performances.
On the last day each student will receive the crafts, the handouts for the Bear’s Breakfast. On another day, when the teller is not present, the students will receive the evaluation sheet that asks their reactions to the tales.
Flexibility makes story performance a perfect vehicle for use in a values teaching setting. My role as teller—to serve the audience with the to use the stories to help them understand the principles of behavior that fosters positive social interaction and builds that will build enable the student to build up one another in stead of tearing down character and feelings of others
If you have been reading the blog, you may have noticed that along the way, we (Kathy Smith, the CIS Director of After School Programs, and I) made several changes in how we are presenting the program, based on the size of the audience, ages presented and needs of the site schedule. The flexibility of story makes this possible. A teller needs to have a servant attitude. The teller is servant to the audience and the story itself, working to meet the physical, emotional age and other needs of the students and adapting to the physical limitations of each site when presenting.
So, far this is the plan: the first days of the program will be story performances.
On the last day each student will receive the crafts, the handouts for the Bear’s Breakfast. On another day, when the teller is not present, the students will receive the evaluation sheet that asks their reactions to the tales.
Thursday, January 27, 2011
More on the Anti-Bullying Project
Day Three
Day three brings up the final presentation of the positive ideas. This is also the day of the parent presentation for the smaller site. Southport. With only about twenty students to manage, crafts and the projects can be completed more quickly.
The presentation time will begin with what seems like a craft—each student will draw or write the name of his or her favorite soup ingredient on a piece of paper. I will have several in reserve for those who cannot think of one.
When the parents come in I will tell this story in a directed fashion, with the students acting it out as I tell it, “adding their ingredients” by walking up to the imaginary pot and putting their ingredient into the pot.
After the telling I will address the parents (if there is time) All students will receive a soup recipe handout as they leave. At this time they may also take home their Billy Goat and Bear’s Breakfast puppets if the Site Director wishes (or those may remain for later)
Stone Soup is often told to highlight the value of many types of ideas adding value in a situation but the story is very flexible and in this version I will stress not only the value of each contribution but also the idea of cooperation, of sharing with others and accepting someone new with respect.
Stone Soup at School
By Joan Leotta
Instead of a soldier coming to town, the person in my version of the tale is a new student at school who arrives on a day when the cafeteria has no food and no one has brought a lunch. At first no one likes the new student. No one talks to him (we can have a him and a her for the larger group). Then the new person will suggest, “Excuse me but lunch time is coming. Maybe we should make some soup.”
“Soup” say the students. “That is a boring lunch!”
“Not my soup,” says the new student and he/she pulls a stone out of the pocket.” I make stone soup and it is the best you have ever tasted. Of course I will need a pot and some water.”
Even the teachers have not been paying attention to the student but now they say that they will help. The teachers agree that instead of sending everyone home for lunch they will make soup and eat it at school. So the teachers bring out a large pot (Represented by a piece of ribbon on the floor ) and puts it on the fire and the student puts in the stone.
Each of the other teachers adds an imaginary bucket of water to the soup. (Real teachers do not need to get up)
“Wow,” says the new person, “The soup is starting to smell really nice!”
Of course no one else can smell the soup since there is nothing but water and a stone in the pot but one of the other students says, “I think it would be even nicer if you added carrots. (Then I ask the real students to think of an ingredient that they like in soup.)
Teacher, may I run home and get some carrots?”
This school is very close to everyone’s home so one by one the students go home, get something to add to the soup and then come up the pot and put in their soup addition! (Now they come up from the audience—in the larger school they will come up by rows)
Some people thought that their ingredient was better than any one else’s when they brought it to the soup. While the soup was cooking they said things like this” I think my ingredient will make the soup taste really good—I know that because I added pepper the soup will be really good.
After an hour or so the soup was done! Each student received a bowl of soup. The teachers served But strangely enough when they tasted the soup, each person liked the soup, but found that the ingredient they added was hardly noticeable. “Where is my pepper?”
“Where is my salt?”
But they all agreed that even though it was not carrot soup or salt soup or pepper soup, it tasted really good!
The new boy as he took his bowl over to a table full of students. They moved over and made room for him to sit down with them
“Mmmmm the soup is really great!” he said. And they all agreed.
Then the new student said, “I know what happened! Each one of us put in something different but the ingredients worked together to make a tasty soup. That’s how it works to make stone soup But I do have to agreed that this is the best stone soup ever !”
“Thank you,” said the teachers. “Thank you said the students! This is the best lunch we have ever had at school!”
A Stone Soup handout will be given to the teachers for use in follow up with students during the following week for the small school but the handout questions will follow the story (orally) at the larger site.
The rest of the Day 3 Parent’s Presentation
After Stone Soup, depending on the advice of the site instructors, students will share the story of the Bear’s breakfast in a group telling or will be encouraged to tell at home with their hand puppets at home. Students will take all crafts home. Students will receive a soup recipe handout.
Large site variation
The students will act out the story of stone soup on day three in a different way—instead of each one getting up to put his/her drawing in the imaginary pot, the students will add their contributions by row. Then the students will be separated into two groups. One group will retell the story of stone soup for the parents another will be directed through the telling of the Bear’s Breakfast—most of the students will be in the Stone Soup group. The students will call out the name of an ingredient instead of draw it for parent day.
Students at the large site will practice a retelling of the Bear’s Breakfast on Day 3 and present on Day 4.
Day three brings up the final presentation of the positive ideas. This is also the day of the parent presentation for the smaller site. Southport. With only about twenty students to manage, crafts and the projects can be completed more quickly.
The presentation time will begin with what seems like a craft—each student will draw or write the name of his or her favorite soup ingredient on a piece of paper. I will have several in reserve for those who cannot think of one.
When the parents come in I will tell this story in a directed fashion, with the students acting it out as I tell it, “adding their ingredients” by walking up to the imaginary pot and putting their ingredient into the pot.
After the telling I will address the parents (if there is time) All students will receive a soup recipe handout as they leave. At this time they may also take home their Billy Goat and Bear’s Breakfast puppets if the Site Director wishes (or those may remain for later)
Stone Soup is often told to highlight the value of many types of ideas adding value in a situation but the story is very flexible and in this version I will stress not only the value of each contribution but also the idea of cooperation, of sharing with others and accepting someone new with respect.
Stone Soup at School
By Joan Leotta
Instead of a soldier coming to town, the person in my version of the tale is a new student at school who arrives on a day when the cafeteria has no food and no one has brought a lunch. At first no one likes the new student. No one talks to him (we can have a him and a her for the larger group). Then the new person will suggest, “Excuse me but lunch time is coming. Maybe we should make some soup.”
“Soup” say the students. “That is a boring lunch!”
“Not my soup,” says the new student and he/she pulls a stone out of the pocket.” I make stone soup and it is the best you have ever tasted. Of course I will need a pot and some water.”
Even the teachers have not been paying attention to the student but now they say that they will help. The teachers agree that instead of sending everyone home for lunch they will make soup and eat it at school. So the teachers bring out a large pot (Represented by a piece of ribbon on the floor ) and puts it on the fire and the student puts in the stone.
Each of the other teachers adds an imaginary bucket of water to the soup. (Real teachers do not need to get up)
“Wow,” says the new person, “The soup is starting to smell really nice!”
Of course no one else can smell the soup since there is nothing but water and a stone in the pot but one of the other students says, “I think it would be even nicer if you added carrots. (Then I ask the real students to think of an ingredient that they like in soup.)
Teacher, may I run home and get some carrots?”
This school is very close to everyone’s home so one by one the students go home, get something to add to the soup and then come up the pot and put in their soup addition! (Now they come up from the audience—in the larger school they will come up by rows)
Some people thought that their ingredient was better than any one else’s when they brought it to the soup. While the soup was cooking they said things like this” I think my ingredient will make the soup taste really good—I know that because I added pepper the soup will be really good.
After an hour or so the soup was done! Each student received a bowl of soup. The teachers served But strangely enough when they tasted the soup, each person liked the soup, but found that the ingredient they added was hardly noticeable. “Where is my pepper?”
“Where is my salt?”
But they all agreed that even though it was not carrot soup or salt soup or pepper soup, it tasted really good!
The new boy as he took his bowl over to a table full of students. They moved over and made room for him to sit down with them
“Mmmmm the soup is really great!” he said. And they all agreed.
Then the new student said, “I know what happened! Each one of us put in something different but the ingredients worked together to make a tasty soup. That’s how it works to make stone soup But I do have to agreed that this is the best stone soup ever !”
“Thank you,” said the teachers. “Thank you said the students! This is the best lunch we have ever had at school!”
A Stone Soup handout will be given to the teachers for use in follow up with students during the following week for the small school but the handout questions will follow the story (orally) at the larger site.
The rest of the Day 3 Parent’s Presentation
After Stone Soup, depending on the advice of the site instructors, students will share the story of the Bear’s breakfast in a group telling or will be encouraged to tell at home with their hand puppets at home. Students will take all crafts home. Students will receive a soup recipe handout.
Large site variation
The students will act out the story of stone soup on day three in a different way—instead of each one getting up to put his/her drawing in the imaginary pot, the students will add their contributions by row. Then the students will be separated into two groups. One group will retell the story of stone soup for the parents another will be directed through the telling of the Bear’s Breakfast—most of the students will be in the Stone Soup group. The students will call out the name of an ingredient instead of draw it for parent day.
Students at the large site will practice a retelling of the Bear’s Breakfast on Day 3 and present on Day 4.
Yesterday, January 26, Edith Edwards and I went to Wilmngton NC to give a talk on our book, Tales Through Time Women of the South. We were in costume and about 30 women (and a couple of men) crowded into the tiny facilty at the Lattimore House to hear us. It was so much fun--and Candace, Shannon, and Elaine were so kind to us! We ate lunch there and then went to RBR books in Leland where Clif and his wife Laura made a video trailer of our book and posted it on their blog!
Here is the reference: http://rbr-books.blogspot.com/p/local-regional-authors.html
Here is the reference: http://rbr-books.blogspot.com/p/local-regional-authors.html
Saturday, January 22, 2011
Day Two Presentation Plan
Day Two
Day Two is the day to present two tales that model good behavior. The first story is one that models all good reactions, The Bear’s Breakfast. The second one contains a cautionary element in the rattlesnake tale that perhaps the seemingly weak victim may strike back some day.
The students will make puppets for the Bear’s breakfast and act it out with me as I tell it. The Rattlesnake story calls for participation with call and response. If there is time they can do some writing about the story. I will have handout sheets for the teachers to use to get student reaction to this story which is a good one for discussion
Rattlesnake Handout
Draw a picture of what you think happened in the last moment of the Rattle snake story.
What do you think about the rattlesnake’s solution? If the coyote had gone away after the rattlesnake warned him do you think that the rattlesnake would have done anything else?
Have you ever heard anyone say that if you have great power or strength you have a great responsibility? The coyote had great power all along. Did he act with responsibility?
Why do you think he did nor did not?
Do you think that the rattlesnake will be a responsible user of his new power?
Bear’s Breakfast
I have adapted this tale from Margaret McDonald’s Twenty Tellable Tales and versions that I found (similar) in Russian and Native American folklore. In my version the bear is a very humorous character.
I like to see the students act this out. If the students react well, they can also present it to the parents. More than one student can play a role at the same time. Storyteller always acts as director. Sometimes I also play the bear throughout—depend on the way the group responds.
There will be material for the group to make puppets to act out this story as well.
Part of the “magic” of this story is to show them how items in theatre can represent something without fully presenting it. For instance, a scrap of material is the stream, a stick with one green leaf is the bush, and another stick, plain is the tree in winter.
Small “ears” on a headband make the chipmunk. During the telling, when I represent the bear, my voice makes him stand out. I have a mask design for the students to use for the bear for those times that they portray him. When they make their own puppets and props they will be encouraged to find their own solutions to the prop/puppet situation.
Day Two is the day to present two tales that model good behavior. The first story is one that models all good reactions, The Bear’s Breakfast. The second one contains a cautionary element in the rattlesnake tale that perhaps the seemingly weak victim may strike back some day.
The students will make puppets for the Bear’s breakfast and act it out with me as I tell it. The Rattlesnake story calls for participation with call and response. If there is time they can do some writing about the story. I will have handout sheets for the teachers to use to get student reaction to this story which is a good one for discussion
Rattlesnake Handout
Draw a picture of what you think happened in the last moment of the Rattle snake story.
What do you think about the rattlesnake’s solution? If the coyote had gone away after the rattlesnake warned him do you think that the rattlesnake would have done anything else?
Have you ever heard anyone say that if you have great power or strength you have a great responsibility? The coyote had great power all along. Did he act with responsibility?
Why do you think he did nor did not?
Do you think that the rattlesnake will be a responsible user of his new power?
Bear’s Breakfast
I have adapted this tale from Margaret McDonald’s Twenty Tellable Tales and versions that I found (similar) in Russian and Native American folklore. In my version the bear is a very humorous character.
I like to see the students act this out. If the students react well, they can also present it to the parents. More than one student can play a role at the same time. Storyteller always acts as director. Sometimes I also play the bear throughout—depend on the way the group responds.
There will be material for the group to make puppets to act out this story as well.
Part of the “magic” of this story is to show them how items in theatre can represent something without fully presenting it. For instance, a scrap of material is the stream, a stick with one green leaf is the bush, and another stick, plain is the tree in winter.
Small “ears” on a headband make the chipmunk. During the telling, when I represent the bear, my voice makes him stand out. I have a mask design for the students to use for the bear for those times that they portray him. When they make their own puppets and props they will be encouraged to find their own solutions to the prop/puppet situation.
Friday, January 21, 2011
Anti-bullying preparation continues
As always, selecting stories is one of the key elements in preparing any type of program. My usual standards are to consider the theme for the program if there is one, the age of the participants and the possibilities for interaction, student /audience involvement. Working with the kids at CIS, I know that they come to the program in the afternoon after being in school all day so that their need to move is great. Even if some of the stories are a bit “young” for the older students in the crowd, all will understand, and the stories with a simpler storyline offer the widest latitude for student involvement.
Plus, the fact that the older students probably already know many of the elements of some of the tales or quickly learn the story and pick it up, empowers them greatly when it comes to re-telling the tales—they are more likely to add their own touches to it when it is something they “know” or learned through my telling.
So, my selection of stories for this project was made not only with thematic elements (even with adaptations) in mind but also with an eye to the wide age range that would be in the audience. The age range of the students in the after-school sites ranges from grade 1 through grade 5. I will actually begin to present stories starting at 4:00 p.m. each of the three afternoons I am there. The first part of the time, while they are still doing homework, I will work with the staff to get things ready for the performance and the craft. One of the sites selected (Southport) is small—about twenty students and the other is twice that size. We will start with the smaller site.
As I noted earlier, they will have spent all day sitting still when they meet with me—and even the first part of their time in the after-school program is devoted to doing homework so, the need for physical movement is great.
One of the more exciting things that the CIS Director, Kathy Smith and I decided is that we will film the performances so that the storytelling aspect of the program can be used at other sites as well.
Here is the program as we envision it for the smaller number of students in the first session which is scheduled for the Southport site.
Day 1
3:30 PM arrive at school and lay out crafts and materials with teachers.
4:00 PM Telling begins with the story, “The Power of Words” (students will participate with call and response)
Then I will tell the story, of “ Three Bill Goats Gruff”
I have planned lots of action for this familiar tale which will have a twist ending—the troll will not be butted off the bridge. Instead he will agree to live peacefully under the bridge without bothering travelers anymore. Goats agree to walk without making so much noise as they go over the bridge—art of compromise!
After the “show”, each student will receive materials to make three goat puppets and a troll puppet. Their puppets will be small—craft stick size, but each student will have an entire set.
While they are doing the crafts, the teller (me) will ask a series of questions based on some of the material about bullying, in fact, using questions from several of the books. Students will not have to answer individually. The use of the questions is more to get the students think about the various issues about bullying raised by the stories than to gather information about bullying in that school or to analyze how the students feel about the topic.
This program builds on the everyday good work done by the teachers and administrators in the schools and the fantastic staff at Communities in Schools –you can find out about other wonderful projects that CIS is doing by looking at their website: http://www.cisbrunswick.org/
Plus, the fact that the older students probably already know many of the elements of some of the tales or quickly learn the story and pick it up, empowers them greatly when it comes to re-telling the tales—they are more likely to add their own touches to it when it is something they “know” or learned through my telling.
So, my selection of stories for this project was made not only with thematic elements (even with adaptations) in mind but also with an eye to the wide age range that would be in the audience. The age range of the students in the after-school sites ranges from grade 1 through grade 5. I will actually begin to present stories starting at 4:00 p.m. each of the three afternoons I am there. The first part of the time, while they are still doing homework, I will work with the staff to get things ready for the performance and the craft. One of the sites selected (Southport) is small—about twenty students and the other is twice that size. We will start with the smaller site.
As I noted earlier, they will have spent all day sitting still when they meet with me—and even the first part of their time in the after-school program is devoted to doing homework so, the need for physical movement is great.
One of the more exciting things that the CIS Director, Kathy Smith and I decided is that we will film the performances so that the storytelling aspect of the program can be used at other sites as well.
Here is the program as we envision it for the smaller number of students in the first session which is scheduled for the Southport site.
Day 1
3:30 PM arrive at school and lay out crafts and materials with teachers.
4:00 PM Telling begins with the story, “The Power of Words” (students will participate with call and response)
Then I will tell the story, of “ Three Bill Goats Gruff”
I have planned lots of action for this familiar tale which will have a twist ending—the troll will not be butted off the bridge. Instead he will agree to live peacefully under the bridge without bothering travelers anymore. Goats agree to walk without making so much noise as they go over the bridge—art of compromise!
After the “show”, each student will receive materials to make three goat puppets and a troll puppet. Their puppets will be small—craft stick size, but each student will have an entire set.
While they are doing the crafts, the teller (me) will ask a series of questions based on some of the material about bullying, in fact, using questions from several of the books. Students will not have to answer individually. The use of the questions is more to get the students think about the various issues about bullying raised by the stories than to gather information about bullying in that school or to analyze how the students feel about the topic.
This program builds on the everyday good work done by the teachers and administrators in the schools and the fantastic staff at Communities in Schools –you can find out about other wonderful projects that CIS is doing by looking at their website: http://www.cisbrunswick.org/
Friday, January 14, 2011
The Process Continues
When CIS applied for the grant, I suggested a list of stories that would be used and a story schedule. After the grant was approved, the CIS Director and I realized that we would have to modify the schedule. At that meeting, we also amended that story list slightly, to better serve the needs of the two particular centers where the program will be performed.
Story selection was based on finding stories that offered both a way to best present the goals of the program and that would allow a lot of interaction with the students while being presented and offer the students an opportunity to maximize learning with crafts and through their own presentation of the story later.
The opening story is “The Power of Words” my own adaptation of the familiar “Magic Paintbrush” tale. In my version the “magic” happens when the proper words are used---polite, kind words. Later the Emperor will try to guess at the magic words by using lots of bluster and rough commands, but the real magic happens only with kind words.
As usual, “standard” folk tales such as the “Three Billy Goats Gruff” and “Stone Soup” will not be told as they are commonly known. My versions will incorporate both more action and a strong anti-bullying message. This means that in the case of “Billy Goats Gruff”, the troll will not be butted from the bridge. He will be dealt with in a way that we would want students to emulate.
As for “Stone Soup”, my presentation will include both principles of good nutrition and borrow from lessons of cooperation shown in the “Great Big Enormous Carrot” (aka Turnip) as well as the story’s own inherent lesson of generosity and kindness to those not like ourselves.
My version of “How the Rattlesnake Got His Rattle”, a Hopi tale, is based on reading of many versions and tellings over twenty years of story performance work. It’s a quieter telling tale that emphasizes the power that a small person can have.
The story of “The Bear’s Breakfast” is one I first discovered through reading Margaret Read MacDonald’s “Twenty Tellable Tales” and later adjusted after finding versions of it in Russian and Native American folklore. This story offers a simple sequenced formulaic telling that allows students to memorize it immediately and offers opportunities for five-ten students to participate immediately. It’s a fun one for students to put on for others because they learn it so quickly and in addition to the anti-bullying and generosity to others lessons that are inherent, is a great story to use when teaching language skills and writing skills to children of all ages. More tomorrow.
Story selection was based on finding stories that offered both a way to best present the goals of the program and that would allow a lot of interaction with the students while being presented and offer the students an opportunity to maximize learning with crafts and through their own presentation of the story later.
The opening story is “The Power of Words” my own adaptation of the familiar “Magic Paintbrush” tale. In my version the “magic” happens when the proper words are used---polite, kind words. Later the Emperor will try to guess at the magic words by using lots of bluster and rough commands, but the real magic happens only with kind words.
As usual, “standard” folk tales such as the “Three Billy Goats Gruff” and “Stone Soup” will not be told as they are commonly known. My versions will incorporate both more action and a strong anti-bullying message. This means that in the case of “Billy Goats Gruff”, the troll will not be butted from the bridge. He will be dealt with in a way that we would want students to emulate.
As for “Stone Soup”, my presentation will include both principles of good nutrition and borrow from lessons of cooperation shown in the “Great Big Enormous Carrot” (aka Turnip) as well as the story’s own inherent lesson of generosity and kindness to those not like ourselves.
My version of “How the Rattlesnake Got His Rattle”, a Hopi tale, is based on reading of many versions and tellings over twenty years of story performance work. It’s a quieter telling tale that emphasizes the power that a small person can have.
The story of “The Bear’s Breakfast” is one I first discovered through reading Margaret Read MacDonald’s “Twenty Tellable Tales” and later adjusted after finding versions of it in Russian and Native American folklore. This story offers a simple sequenced formulaic telling that allows students to memorize it immediately and offers opportunities for five-ten students to participate immediately. It’s a fun one for students to put on for others because they learn it so quickly and in addition to the anti-bullying and generosity to others lessons that are inherent, is a great story to use when teaching language skills and writing skills to children of all ages. More tomorrow.
Wednesday, January 12, 2011
Anti-Bullying Stories
I am so excited! Communities In Schools (CIS) of Brunswick County here in North Carolina has received a Grassroots Arts grant from the NC and Brunswick Arts Council for the Arts to have me work on an anti-bullying program (using story performance) in two of their seven after-school programs.
We are still ironing out some of the details, but essentially the program will provide the students with story-based models of good behavior and a creative outlet for energy that are designed replace the tendency to bully and the fear of being bullied. By offering the students a creative outlet through drama and storytelling, we hope to open doors to interests and talents they might not have realized in themselves.
The stories that I will tell are some of the ones in my repertoire that I have seen “stick” with children over the years. Almost a quarter century after I have started to tell the story of the rattlesnake young people who heard it in K- Grade 6 still tell me how it affected them and that they recall it clearly (when they see me!).
Even though my time in the classroom will be limited to two hours for three and possibly four days, each part of what I do is carefully targeted to build on what teachers are already doing and backed by materials by those who have extensively studied bullying in schools.
Last week I met with Kathy Smith, the CIS After-School Director, to lay out how we would approach each element. I hope to use this blog to chronicle the story of how we are putting the program together so that others may benefit from what we are doing.
We are still ironing out some of the details, but essentially the program will provide the students with story-based models of good behavior and a creative outlet for energy that are designed replace the tendency to bully and the fear of being bullied. By offering the students a creative outlet through drama and storytelling, we hope to open doors to interests and talents they might not have realized in themselves.
The stories that I will tell are some of the ones in my repertoire that I have seen “stick” with children over the years. Almost a quarter century after I have started to tell the story of the rattlesnake young people who heard it in K- Grade 6 still tell me how it affected them and that they recall it clearly (when they see me!).
Even though my time in the classroom will be limited to two hours for three and possibly four days, each part of what I do is carefully targeted to build on what teachers are already doing and backed by materials by those who have extensively studied bullying in schools.
Last week I met with Kathy Smith, the CIS After-School Director, to lay out how we would approach each element. I hope to use this blog to chronicle the story of how we are putting the program together so that others may benefit from what we are doing.
Subscribe to:
Posts (Atom)
