Howe, A. & Johnson, J. (1992) Common Bonds: Storytelling In The Classroom LONDON; Hodder and Staughton
Types of Storytelling
Types of Storytelling
Form
The way the story is told or written
eg. a fairy tale in comparison to a recounted style
Length
The way the story progresses, and where it will end up depending on the length.
How the length will affect the story overall.
eg. an anecdote
Source
Does the story come from a fresh persepctive or memory?
Is it a much-told story from a long time ago?
What changes may occur in the story because of the way it is being told?
Content
Difference in what is included in the story?
Is it mainly fantasy-based, or more true-to-life?
Is there a mix in content?
Anecdotes
'The speaker who uses anecdote in not only developing a personal storytelling experience, but also an understanding of the place and purpose of anecdotal narrative in the modes of discourse, and the skills to operate within it.'
Functions of Anecdotal Narrative
- 'The stories we tell others give shape and meaning to the experiences of our own lives'
- 'stories constructed out of or as part of specific school experiences'
- 'the stories others tell us of their lives which in turn become part of experiences... and impinge on our overall ideas and attitudes'
Storytelling and Identity
- 'Pupils build a self-image and learn about themselves'
- 'Teachers see pupil's identities developing and learn more about them'
- 'Teachers can learn about individual pupils and aspects of their lives'
Storytelling and Equal Opportunities
'If... storytelling and storymaking are essential aspects of psychological and linguistic development of all children, then all children must be offered the opportunity to develop and exploit these skills to the full'
DISABILITY
'Storytelling can be equally liberating for children with different physical, aural, or visual disabilities'
DISABILITY AND TECHNOLOGY AS AN AID
'Matthew has needed the help of the word processor to fully communicate his 'speech' '
DISABILITY
'Storytelling can be equally liberating for children with different physical, aural, or visual disabilities'
DISABILITY AND TECHNOLOGY AS AN AID
'Matthew has needed the help of the word processor to fully communicate his 'speech' '
Curriculum Guidance 3
The Whole Curriculum
(The National Curriculum Council)
The Whole Curriculum
(The National Curriculum Council)
'In order to make access to the whole curriculum a reality for pupils, schools need to foster a climate in which equality of opportunity is supported by a policy to which the whole school subscribes and in which positive attitudes to gender equality, cultural diversity and special needs of all kinds are actively promoted'
