Once upon a time, oral storytelling ruled. It was the
medium through which people learned their history, settled their arguments, and
came to make sense of the phenomena of their world. Then along came the written
word with its mysterious symbols. For a while, only the rich and privileged had
access to its wonders. But in time, books, signs, pamphlets, memos, cereal
boxes, constitutions—countless kinds of writing appeared everywhere people
turned. The ability to read and write now ruled many lands. Oral storytelling,
like the simpleminded youngest brother in the olden tales, was foolishly cast
aside. Oh, in casual ways people continued to tell each other stories at
bedtime, across dinner tables, and around campfires, but the respect for
storytelling as a tool of learning was almost forgotten.
Luckily, a few wise librarians, camp counselors,
folklorists, and traditional tellers from cultures which still highly valued the
oral tale kept storytelling alive. Schoolchildren at the feet of a storyteller
sat mesmerized and remembered the stories till the teller came again. Teachers
discovered that children could easily recall whatever historical or scientific
facts they learned through story. Children realized they made pictures in their
minds as they heard stories told, and they kept making pictures even as they
read silently to themselves. Just hearing stories made children want to tell and
write their own tales. Parents who wanted their children to have a sense of
history found eager ears for the kind of story that begins, "When I was little
...." Stories, told simply from mouth to ear, once again traveled the
land.
What Is Storytelling?
Storytelling is relating a tale to one or more listeners
through voice and gesture. It is not the same as reading a story aloud or
reciting a piece from memory or acting out a drama—though it shares common
characteristics with these arts. The storyteller looks into the eyes of the
audience and together they compose the tale. The storyteller begins to see and
re-create, through voice and gesture, a series of mental images; the audience,
from the first moment of listening, squints, stares, smiles, leans forward or
falls asleep, letting the teller know whether to slow down, speed up, elaborate,
or just finish. Each listener, as well as each teller, actually composes a
unique set of story images derived from meanings associated with words,
gestures, and sounds. The experience can be profound, exercising the thinking
and touching the emotions of both teller and listener.
Why Include Storytelling in School?
Everyone who can speak can tell stories. We tell them
informally as we relate the mishaps and wonders of our day-to-day lives. We
gesture, exaggerate our voices, pause for effect. Listeners lean in and compose
the scene of our tale in their minds. Often they are likely to be reminded of a
similar tale from their own lives. These naturally learned oral skills can be
used and built on in our classrooms in many ways.
Students who search their memories for details about an
event as they are telling it orally will later find those details easier to
capture in writing. Writing theorists value the rehearsal, or prewriting, stage
of composing. Sitting in a circle and swapping personal or fictional tales is
one of the best ways to help writers rehearse.
Listeners encounter both familiar and new language
patterns through story. They learn new words or new contexts for already
familiar words. Those who regularly hear stories, subconsciously acquire
familiarity with narrative patterns and begin to predict upcoming events. Both
beginning and experienced readers call on their understanding of patterns as
they tackle unfamiliar texts. Then they re-create those patterns in both oral
and written compositions. Learners who regularly tell stories become aware of
how an audience affects a telling, and they carry that awareness into their
writing.
Both tellers and listeners find a reflection of themselves
in stories. Through the language of symbol, children and adults can act out
through a story the fears and understandings not so easily expressed in everyday
talk. Story characters represent the best and worst in humans. By exploring
story territory orally, we explore ourselves—whether it be through ancient myths
and folktales, literary short stories, modern picture books, or poems. Teachers
who value a personal understanding of their students can learn much by noting
what story a child chooses to tell and how that story is uniquely composed in
the telling. Through this same process, teachers can learn a great deal about
themselves.
Story is the best vehicle for passing on factual
information. Historical figures and events linger in children's minds when
communicated by way of a narrative. The ways of other cultures, both ancient and
living, acquire honor in story. The facts about how plants and animals develop,
how numbers work, or how government policy influences history—any topic, for
that matter—can be incorporated into story form and made more memorable if the
listener takes the story to heart.
Children at any level of schooling who do not feel as
competent as their peers in reading or writing are often masterful at
storytelling. The comfort zone of the oral tale can be the path by which they
reach the written one. Tellers who become very familiar with even one tale by
retelling it often, learn that literature carries new meaning with each new
encounter. Students working in pairs or in small storytelling groups learn to
negotiate the meaning of a tale.
How Do You Include Storytelling in
School?
Teachers who tell personal stories about their past or
present lives model for students the way to recall sensory detail. Listeners can
relate the most vivid images from the stories they have heard or tell back a
memory the story evokes in them. They can be instructed to observe the natural
storytelling taking place around them each day, noting how people use gesture
and facial expression, body language, and variety in tone of voice to get the
story across.
Stories can also be rehearsed. Again, the teacher's
modeling of a prepared telling can introduce students to the techniques of eye
contact, dramatic placement of a character within a scene, use of character
voices, and more. If students spend time rehearsing a story, they become
comfortable using a variety of techniques. However, it is important to remember
that storytelling is communication, from the teller to the audience, not just
acting or performing.
Storytellers can draft a story the same way writers draft.
Audiotape or videotape recordings can offer the storyteller a chance to be
reflective about the process of telling. Listeners can give feedback about where
the telling engaged them most. Learning logs kept throughout a storytelling unit
allow both teacher and students to write about the thinking that goes into
choosing a story, mapping its scenes, coming to know its characters, deciding on
detail to include or exclude.
Like writers, student storytellers learn from models.
Teachers who tell personal stories or go through the process of learning to tell
folk or literary tales make the most credible models. Visiting storytellers or
professional tellers on audiotapes or videotapes offer students a variety of
styles. Often a community historian or folklorist has a repertoire of local
tales. Older students both learn and teach when they take their tales to younger
audiences or community agencies. Once you get storytelling going, there is no
telling where it will take you.
Oral storytelling is regaining its position of respect in
communities where hundreds of people of every age gather together for festivals
in celebration of its power. Schools and preservice college courses are
gradually giving it curriculum space as well. It is unsurpassed as a tool for
learning about ourselves, about the ever-increasing information available to us,
and about the thoughts and feelings of others.
The simpleminded youngest brother in olden tales, while
disregarded for a while, won the treasure in the end every time. The NCTE
Committee on Storytelling invites you to reach for a treasure—the riches of
storytelling.
This position statement may be printed, copied, and
disseminated without permission from NCTE.