The Fool of the World and the Flying Ship (postcard illustration) |
"Over all what I learned from this experience is that a community is a very powerful and that imagination is very big." This comment is from a 6th grade student I (Paula) taught in
the storytelling project described by Julie in the previous post.
For this
project, tellers and 6th grade ELA teachers were paired to
collaboratively plan and teach a three-day storytelling program that would
reinforce the teachers’ literacy goals in their English Language Arts classes
and give all participants an opportunity to reflect upon the role of community
in various aspects of our lives, and on the responsibility of the individual to
his or her community. Although we had guidelines in the form of a general
residency plan for each day, storytellers were given the freedom to choose own
own material and plan specific workshop activities. Each day of the residency
focused on an aspect of working with story: discussion, movement, and writing,
respectively.
I collaborated with Ashley Daly,
an experienced English language arts teacher whose enthusiasm for teaching and
learning is obvious in everything she does in the classroom. She made me, a
guest teacher, feel welcome and comfortable, and it was clear that, even at
this early stage of their first year in a new, much larger school, sixth
graders feel safe in her classroom. Although we began the residency with a
detailed lesson plan for each day, we continued to tweak the plan from day to
day and, even, from class to class, as we worked through it.
The first day, the discussion day, was also an introduction to
storytelling for most of the students and for Ashley. For this reason, I choose
to tell three stories during the eighty minute workshop. I began the workshop
with Stone Soup because the story
provides an example of how collaboration enhances everyone’s experience, but it
also reminds us that successful collaborations may require creative persuasion
to get the ball rolling. My second story, Sungara
Muddies the Water Hole (http://www.sacred-texts.com/afr/mlb/mlb19.htm),
also provides an example of how successful communities put aside differences
when working towards a common goal. However, because the main character is
Trickster, the story raises the question of how the community deals with an
uncooperative and, possibly, destructive presence.
Students recognized themselves
and each other in the Sungara character when they talked about the kid who
refuses to do his or her part in a class project, or whose behavior diminishes
everyone else’s experience of a special event. Most of them had come up with or
been given strategies for dealing with the character. They also recognized that
Trickster has strengths that could enrich the community.
The third story I told this day
was Tatterhood. I chose it after
discussing plans with my colleague. Jack McKeon, who paired the tale with Jack and the Beanstalk as examples how a
non conventional individual struggles to integrate into a community. I thought
Tatterhood would provide students with an interesting contrast to Sungara.
Students really enjoyed Tatterhood, but it was the most
difficult story for them to discuss. In all of our discussions, it was hard for
students to admit their connection to the outcast character. I don’t think they
weren’t empathetic, but that the fear of being ostracized is so integral to the
sixth grade psyche that public discussion of it is taboo. I imagine, judging
from the comfort level she has already established, that this will change in
Ashley’s classes as the year progresses.
Day two of the residency was creative drama day. For this workshop
I told The Girl Who Dreamed Only Geese
from Howard Norman’s collection and used a series of creative drama exercises
that gave students the opportunity to ‘live’ in the tale. I could write pages
about this story, but I will only say that was perfect for our theme. Ashley
and I adjusted the creative drama activities throughout the day based on the
impact we thought they made on previous classes. We had a very strong workshop
by the end of the day and I was lucky to have a second chance to teach it in
Sarah Satkowski’s classroom. Here is what we ended up doing: After hearing the
story, each student was assigned a character. (We began by letting students
choose a character, but after the first session, we felt that imposing the character
would better suit our goal which was to help students empathize with story
characters and understand how characters change as the narrative progresses.) A
visualization exercise allowed students to become their character. After
walking and talking in their new persona, students told, in first person as
their character, a part of the character’s story that wasn’t revealed in the
story narrative. These narratives were often insightful and, sometimes, quite
moving.
Day Three was writing day. I told The Fool of the World and the Flying Ship and asked students to
compare it with the first story of the residency, Stone Soup. Students wrote about how their experience with the
stories and with storytelling changed their ideas about community. Here are
some of the things they wrote:
Story telling really changed the way I thought community was
because I thought that community was just a town... Now I learned that
community is a very important thing in our lives.
At first all I
knew about community was that it’s a group of people who help each other to
make a better place. After the stories I learned that in a community everyone
depends on each other. It’s somewhat like an ecosystem.
I’ve learned that you should always be cautious
about what you say about other people because they might not be what they
appear to you.
From Tatterhood,
I learned… it’s okay to be you. Also I have learned from the Fool that not all
intelligence starts off as clever.
Sometimes 1
person can ruin all the hard work you had worked on.
The stories
taught me to give people a chance to prove themselves.
I learned that a community can turn a weak and small person
into a big and strong person. What I’m trying to say is that a community is
stronger than just one person because everyone has a useful talent and with a
group of talents, you can do anything.
Overall I learned that if you build a better community or
help out with things in your community you may meet people you never really
would have or try new things you didn’t know you could do and maybe even make
friends by what you are doing in the community with the people you meet.
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