STORIES FOR LIFE

Storytelling is a frequently overlooked, but at the same time uniquely powerful method that enables children to build proficiency in language arts. Owning Their Words (OTW) ties the South Carolina Language Arts to this powerful art form. It offers an intriguing, ten lesson curriculum which can result in measurable and significant improvements in the development of writing skills and overall language arts competence.

OTW (a curriculum for upper elementary, middle school and high school students) was developed on the premise that learning the art of storytelling can have far reaching consequences when it becomes part of a Child's education. Storytelling enhances interpersonal skills and greatly strengthens communication. It stimulates language development, promotes creativity, and it strengthens a students capacity for objective and rational thinking. Over the last decade and a half, education research has documented these findings in a variety of articles and educational publications.

OTW is divided into two week-long sessions, for a total of 10 lessons. Ideally, the classroom teacher will utilize the services of a professional storyteller to model certain techniques or to otherwise assist in the presentation of the material. (Stories for Life can assist in finding a storyteller for your school as well as locate funds to cover fees and expenses).  In most programs, the teaching artist storyteller is in the class for the first 5 days of the curriculum, and the remainder of the lessons are implemented over the rest of the school year by the classroom teacher.   Teachers receive the curriculum book with all lessons, standards addressed, helpful resources, and resources for further reading.  

The first section of Owning Their Words focuses on the art and science of storytelling. These lessons consist mainly of guided exercises which teach children basic storytelling technique. The initial session focuses on two things:

1) WHAT IS IT THAT MAKES STORYTELLING UNIQUE?

• What makes storytelling different from other oral presentations?
• How is it that having someone tell you a story is different from having someone read you a story?
• How is it that listening to a story is different from seeing one acted out on stage or on television?

2) CHARACTER DEVELOPMENT - THE MOST FUNDAMENTAL ELEMENT OF A STORY. Traditionally, when taught, storytelling emphasizes the centrality of plot (i.e. a story is something with a beginning, middle and an end). This curriculum looks at a story from the perspective of developing a strong central character before looking at the issue of plot. Stories are presented and understood in terms of strong characters that overcome obstacles to achieve a goal. Once a character, goal, and obstacle are identified, plot takes care of itself.

Over the course of the first week, the students will learn a minimum of one story. This story will be learned by all students in accordance with the guided exercises. Each student chooses a story and practices it throughout the course of study in order to offer a final storytelling performance which will be delivered to the class or to the school. At the end of the first session, the students will be well on their way toward developing a storytelling repertoire which they can begin to utilize for special events in the media center or some lower elementary classes.

The second week-long session focuses on how storytelling can significantly aid students in the development of their writing skills. During the first session, the students chose a folktale or literary tale written by someone else for their performance piece. In this second session, the students begin to develop their own stories. Building on the skills they acquired during the first week, the students will begin to develop an oral narrative about a life experience. Having already spent time between the first session and the second session hearing others tell stories, as well as hearing their own voices in oral storytelling, the students' engagement with language will begin to foster creativity in their writing.

Over the course of the second week, the students will participate in a number of exercises that will aid them in the creation of their story. Essentially, the stories will be created by simply talking through and telling the story, refining it. Approximately half way through the session, the students will begin the writing process by putting the story on paper. After a series of exercises relating to polishing and editing, the stories will be published and distributed as a gift to the school. Their work may also be presented at a public reading of the written stories during a local "open mic" night.

Teachers who choose to use OTW as a part of their language arts curriculum will have a powerful tool that promises not only to develop proficiency in language arts, but also provide students with a mechanism that will build self esteem, as it concentrates on self exploration. This provides and encourages a deep sense of connection to themselves and the world around them.