english drama storytelling

8/3/2019 English Drama Storytelling

1/19

Drama and

Storytelling in ELT

IATEFL International Conference

Vienna, March 2006


2/19

Ken Wilson: Can Drama Be the Coreof Your Lesson?

Many students are EFNAR

( = English For No Apparent Reason)and actively enjoy being passive.


3/19

Andy Kempe: Line Stories

What is a 'line story'?

Re-telling a story in a choric way, using a

combination of vocal and physicaltechniques while standing in a line, facingthe audience.


4/19

Steps in creating a 'line story'

Students:

identify the main points of the narrative

decide how to use their voices / bodies to

communicate with the audience mirroring

cannon

unison juxtaposing words and actions


5/19

Andrew Wright: Multivitamins for the

Whole Child

"Our bodies are made of the food we eat.

Our minds are made of the stories we hear

and tell."

Teaching = telling a story


6/19

"Out of nothing (?) the story,

Out of the story the play,

Out of the play awareness,

Out of awareness power."* * *

"The story is as real and as fragile

as a soap bubble."


7/19

Teacher's roles

protagonist

helper / mediator

reflector on issues raised

re-teller


8/19


9/19

Key elements for CREATING a story

it is the students who create the story; theteacher is merely a mediator and a re-teller

students create the story with the language

they have in English

somebody in the story must have a difficultyand must struggle to try to overcome it

students are encouraged to give the storyreality through detail


10/19

STORYMAKING

WHO? boy / girl / man / woman / animal / object details: age, name, kind, size

WHERE? big place

little place

WHEN?time, year, season, month, day, part of the day

weather

WHAT . is doing? Is alone?

SUDDENLY, a strange thing happens (problem)


11/19

The Otzi Project

research (the Internet, museums, libraries, forests)

discussion about facts and hypotheses acting out episodes

drafting story texts

alternating roles

re-drafting

examining professional page design

designing pages

doing the illustrations

designing the cover

exhibition

printing and publication of students' story books


12/19

Useful sites

www.storyline-scotland.com

www.ierg.net/seminars /index.html www.wordandaction.com


13/19

Ken Wilson: Classroom Drama

"The answer in the coursebook is an

answer; it's not theanswer."

SELF-REGULATING ANSWERS


14/19

Changing boring dialogues

A: Hi, John! How are you?

B: Fine, thanks. And you? A: Not bad, thanks. Did you do anything special yesterday

evening?

B: Yes, I went to the cinema.

A: Oh, really? Who with? B: With my girlfriend.

A: What did you see?

B: Titanic.

A: Did you like it?

B: It was all right, I guess. A bit boring from time to time,though.


15/19

Jim Wingate: Techniques for

Storytelling

"Storytelling with Drama takes 60 timesfaster than conventional teaching."


16/19

Bunraku

Bunraku ( = traditional Japanese puppetry) applied

in ELT in the form of manipulating students' bodiesto tell a story (TPR in context).

e.g. Open the door.

Step into the shop.

Put on the green jacket.

It's too big.

Take it off.

Pick up the red jacket.

It's too big.Put it back..

Psychic Mime


17/19

Techniques for Storytelling

Learner as a map / picture / text

Fingers as characters

Learners as characters / objects Interviewing items / objects

Students as words

Buttons as characters Buttons stories to teach grammar


18/19

Egon Turecek: Shadow Theatre

Bringing fairy tales and stories to life withsimple, inexpensive tools

Emphasis on the auditory, visual andkinesthetic mode, which enables multi-sensory learning

Young learners acquire new language withno inhibitions, tensions or distractions


19/19

A mediocre teacher tells,

A good teacher explains,A superior teacher demonstrates,

A great teacher inspires.

english drama storytelling

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