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ERIC Number: ED355574
Record Type: Non-Journal
Publication Date: 1992-Nov
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Telling With, Not Telling To: Interactive Storytelling and At-Risk Children.
Tallant, Carole
Although the value of reading to children has been well established, the merit of storytelling has only recently been recognized as a powerful means of developing language skills, self-concept, and self-esteem in children. Interactive, or participative storytelling, enables participants to tap into their creativity, enhance their powers of memory, develop their listening and language skills, and reduce their inhibitions about expressing ideas in public. A teacher at the University of North Carolina at Wilmington launched a 1-hour course designed to take small groups of college age storytellers out into the community to tell stories to preschoolers, kindergartners, and first graders. The course was originally conceived as a non-competitive analogue to the forensics program that students could repeat a maximum of eight times. In the early stages of the program, the participants relied heavily on contemporary stories and lesser known traditional tales. During the course of the year, the approach became more interactive: the student storytellers began to "let go" and "give over" the stories to their audiences as they relaxed and became more familiar with their stories and their audiences. Many more activities specifically geared to at-risk children are being included in later stages of the program. Participatory storytelling, especially when involving personal narrative, is beneficial to all children, whether they are at-risk or not. (Contains 22 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A