Sample Education Essays on Storytelling

Storytelling is a valuable art that extends across the globe. It has been the traditional way of passing knowledge from generation to generation. Engaging children in storytelling is a productive part of modern day learning and practice to develop oral language. Besides, narration assumes a unique role of sharing ideas and literature as well as promoting interaction with learners. Instructors incorporate storytelling in their lessons, which provides numerous opportunities for enhancing listening skills, grammar, vocabulary, and comprehension (“Storytelling”). Narration in the classroom environment helps in breaking monotony and embedding new concepts, vocabulary, and grammar.

Various factors are considered when selecting an appropriate topic to tell in the classroom. This makes the text selection process hectic yet very crucial in making literature a resource for linguistic development, cultural appreciation, and personal enrichment. Careful selection of reading materials allows the instructors to incorporate necessary representational material adequately (“Storytelling”). The text selection requires the recognition of the presenting differences among the audience to address the student’s need, cultural needs, and level of language. Some of the most prominent criteria considered when selecting texts for storytelling include language proficiency, cultural background of the group, students’ literacy background, student relationship with the version, the appeal of the text to the listeners, and availability and suitability of the text to the environment.

Criteria for Selecting a Story to Tell the Class

One of the most critical rules of choosing a story to tell considers the cultural background of the audience. Instructors should analyze the cultural context of their audience before the actual presentation. Understanding the cultural history of the audience is crucial in enhancing the comprehension of the text and serves as an essential element to consider when selecting a story. Listeners with a connection with the story’s background can quickly grasp and comprehend the story. However, if the story fails to consider the cultural background of the listeners, some might not only feel offended by the content but also experience difficulties in comprehending and interpreting the stories.

Another critical aspect instructors must consider is the linguistic proficiency of the learners. Teachers should consider students’ language proficiency when selecting appropriate stories. This entails the ability to speak and perform in the language, which plays a role in literacy acquisition. Teachers must consider the level and type of language of the learners they are addressing. Students can be either first or second language learners. All these aspects affect the understanding capacities among listeners. Linguistic proficiency enhances the ability to understand and relate to a story while lacking competency makes it difficult for listeners to follow the story.

When selecting a story to tell a class, the instructor must consider the literacy background of the listeners. This enables them to choose stories according to the listeners’ literacy background. Literacy background encompasses the ability to read, write, spell, listen, and speak. In environments where English is the first language, it becomes easy to communicate in the dialect. However, English is the second language to some students, which makes it equally important to factor them when selecting stories for the class. Teachers should recognize the differences among their learners and adequately use language without limiting some groups. Understanding the literary background of the listeners helps the speaker to adjust the vocabulary and syntactic complexity to promote listeners’ understanding.

Instructors should also consider the appeal of a story to the class. They should be crafty to get their learners motivated irrespective of the apparent disparities among their students such as cognitive development. Motivated students are likely to find innovative ways of deciphering meaning and contextualizing stories. However, selecting a compelling story may be difficult, as what may be appealing to the teacher may not necessarily attract the listeners. Research identifies that the number of personal words one uses during storytelling contribute to varying interests among students (“Storytelling”). Therefore, it is vital that teachers seek out listeners’ preference on themes, topics, and subjects. Selecting stories based on students’ expectations can help circumvent the potential adverse effects of boredom and irrelevance.

The suitability of a particular story is a factor a teacher should consider when selecting stories for their learners. This highlights the need to sift through the content of a story to make it appropriate to the age, instill appropriate values, and portray sensitivity to the political, religious, cultural, and social perspectives of a group. The story must make it easy for listeners to appreciate and associate with by considering the linguistic levels, intellectual content, and vocabulary use.

Instructors must consider the relationship of the story to the listener group. The narrative must demonstrate respect for the differences among learners exhibited in their performances and presentations. They must recognize the unique abilities of their students and develop stories that can be applied in distinct contexts. For students to relate with a particular tale successfully, they need to provide semantic inputs from previous experiences. A more clear background places the listener at a better position to understand a story.

Three Main Categories of Stories

Epical Story. An epical tale is a narrative that has a conclusive ending and sometimes affords universal insight. It is the most common in traditional and modern stories, and the revelation emerges at the end of the story and reflects the characters and events. The final announcement occurs as an unexpected discovery (“Three Types of Story | Inflatable Ink”). A prominent example in this category is Sherlock Holmes.

The Lyrical Story. Unlike epical stories in which the ending sometimes offers universal insight, the lyrical story’s meaning is framed in the opening part of the narrative. Lyrical stories emphasize a central and recurring symbol or image that forms the basis of the story to create an open and flexible meaning (“Three Types of Story | Inflatable Ink”). The atmosphere in these stories is established in the opening parts and sustained throughout the narrative. Mostly, the central image emerges where an expression is necessary but does not occur. Mansfield story The Fly is a perfect example a lyrical story.

The Artifice Story. These stories do not apply the surfacing of a revelation towards the end or center its theme in a recurring image. Artifice stories exhibit the outstanding ability to combine completely distinct concepts through varying perspectives, storylines (“Three Types of Story | Inflatable Ink”). A prominent example of this kind of story is the Semplica-Girl Diaries by George Saunders.

Preparation for Presenting a Story to Children

The typical steps teachers use to prepare for storytelling include identifying and selecting a story. They practice reading it over three or four times to familiarize with the text. Secondly, preparing a list of all characters in the story and the things that happen throughout the story. This step involves analyzing the plot of the story. Another crucial step involves putting down all the essential phrases of dialogues that may be useful in the narration.

A narrator can practice by telling a story to a friend or recording himself or herself on a tape recorder and after that analyze the performance by obtaining feedback from the listener or listening to the recorded audio (“Storytelling”). This will be useful in identifying the most exciting parts of the story and addressing the weaknesses. This step can be repeated several times until the narrator feels confident and fluent enough to tell the story to an audience.

 

 

Works Cited

“Storytelling”. Education.Vic.Gov.Au, 2018. Retrieved from https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/interactingwithothers/Pages/storytelling.aspx#link63. Accessed 12 Apr 2019.

“Three Types of Story | Inflatable Ink”. Inflatable.Getinstance.Com, 2014. Retrieved from http://inflatable.getinstance.com/2014/05/three-types-of-story.html. Accessed 12 Apr 2019.