free powerpoint templates page 1 storytelling and puppetry marilyn rice, mary tobin & sandy...

Free Powerpoint Templates

Storytelling And Puppetry

Marilyn Rice, Mary Tobin & Sandy WilbergerTTAC at VCU


Learning Objectives

• Describe the developmental progression of storytelling

• Explore ways to include storytelling in your day

• Develop strategies to use when creating stories

• Discuss ways for using puppets throughout the classroom


Storytime

• Sometimes my hands are at my side,• Then behind my back they hide.• Sometimes I wiggle my fingers so,• Shake them fast and shake them slow.• Sometimes my hands go clap, clap, clap;• The I rest them in my lap• Now they’re quiet as can be• Because it is storytelling time you see!


WHY Is Storytelling Important?• The period of birth-8 is a critical time of

intellectual development

• Stimulates imagination and visual imagery as they image the story

• Develops oral communication skills

• Increases auditory discrimination

• Strengthens listening and pre-reading skills

• Encourages creativity

• Promotes visual discrimination


Why is Storytelling important?


The Power of Storytelling

• The Power to remember• The Power to entertain• The Power to teach• The Power to inspire• The Power to create• The Power to revisit

• (Dr. Rebecca Isbell)


A Story told instead of a story read…

• The storyteller is able to maintain eye contact with the children throughout the story

• The storyteller can provide immediate response to the children’s reactions

• The story can be aligned to meet the audience (explanation, embellishment, shorten/lengthen)

• Storytelling increases the understanding of the story


Storytelling…

• Storytelling capture’s children’s interest because the process is so powerful

• A story told allows the listener to develop visual images

• Oral language provides a foundation for reading and writing.


Essential Elements

• The Story

• The Teller

• The Listener


THE STORY

• Select a story that you like personally. Your passion for the story will go a long way in the effectiveness!

• The story should teach qualities that make it worth telling to young children

• The story should match the developmental level of the children

• Stories that encourage active participation by listeners are good for beginning

• Children live in the seasons! Establish a story center somewhere in your classroom.


The Teller

• Learn the story & come up with ways to bring the story to life (Gather materials you need)

• Gather the children around you “Today I am going to tell you a story. Now, my story will begin”

• Observe the interest of the children and interact with their responses

• At the end of the telling, ask questions and discuss happenings

• Provide a follow up activity


The Listener

• What is the listener doing?

• When is the listener engaged?


Making storytelling come to life

• Motivate the children to come to storytime• Musical instruments, props• Sensory involvement• Build their interest in the story• Ask questions• Refer to concrete things in their life• Tell the story with enthusiasm• Use hand gestures and facial expressions


• Use rhyme and repetitive text to your advantage

• Use children’s names in stories

• Allow the children to be involved

• Use simple props

• Have a scavenger hunt in the room to find the “pieces” of the story

• Use photographs to make up a story.

• Repeat the story!


• The story should be easy to follow

• Characters should be understandable and easily defined

• Interesting language patterns are repeated in the story

• The moral of the story is easily understood and applies to children


Sources of Stories

• Folktales

• Authored Stories

• Family Stories

• The Little Red Hen, The Three Billy Goats Gruff, Teeny Tiny, Johnny Cake

• Stories from Different Cultures


Developmental Progression in Storytelling

• Looks at objects in a picture book as they are named

• Vocalized when objects in a picture book are names

• Points to objects in a book

• Names objects in a picture book

• Names common objects in a picture book

• Names common actions in a picture book


Developmental Progression, con’t..

• Tells stories about personal experiences

• Tells stories about imaginary experiences

• Uses spoken dialogue when telling stories

• Tells story in a sequence with a beginning, middle and end


To Be a Better STORYTELLER

• Know your story

• If you don’t know your story ahead of time…how you will you know when to….

• Pause?

• What questions to ask?

• What your characters might sound like?

• When to change the tone of your voice to show emotions?

• When to add sound effects?


Storytelling

• By listening to others tell stories, you get a sense of what holds the children's attention and what does not and what the children enjoy

• Practice telling your story – you can not get better without practice!

• Tape record yourself…


Getting started with storytelling

• Involve the children in discussing the story before you tell the story & acknowledge the children’s responses

• Introduce the story setting and characters

• Introduce the story theme

• Use props to help children remember the story

• Prompt children to recall story details

• Use a prop for each important story detail


VISUAL PROPS

• Staples: scarves, sheets, hats, funny glasses, blankets, parachutes

• Utilize your clothes from dramatic play!

• Real items

• Musical Instruments

• Stuffed animals, toys

• Homemade Items, household items

• Puppets


Story retelling

• Can be the whole class, small group or an individual child.

• Clothesline props technique for visual reminders

• Teacher can tell the story and children can act out

• Offer open-ended prompts such as “Where did the story take place?”; “What happened next?” or “Tell me more about this character”.


Children as Storytellers

• Have a special place in the classroom where teachers can retell stories

• Children who have regularly listened to stories will be interested in telling their own stories


Multisensory

• Sight – turn out the lights, use colored lights

• Sound – background music

• Smell – candle

• Taste – foods that relate to the story

• Touch - items relevant to the story that the children can hold, touch


Curriculum IntegrationGoldilocks and the Three Bears

• Art – open ended (have children draw the story)• Cooking – Make oatmeal• Pretend Play – bowls, spoons, bears of different

sizes• Math – Bear Manipulatives• Science/Sensory – Oats in the Tub• Blocks – Add stuffed beards• Language arts – Flannel Board Story # bears• Music & Movement – Going on A bear Hunt


Puppetry

• An ancient form of oral expression

• Passed down from families; binds cultures

• Puppetry augments storytelling by providing visualization & surprise elements

• Puppets are used for education,therapy and communication


Puppets

• They are often psychological props• They give children something to hide behind

when speaking• Allow children to become someone else• Help children problem solve disagreements• Offer 2 ways for children to be creative;

making the puppet and making the puppet come to life


Puppets

• Foster social interaction and communication

• Foster role playing and imagination

• Foster listening skills

• Facilitate in maintaining attention

• Provide a visual and kinesthetic experience

• Are often underused in ECE classrooms!


Puppet Uses

• Leading a song• Teaching positional

concepts (above, below, next to, in front of

• Tape record/video children using puppets and then write down their story

• Puppet Theatre

• Have a specific puppet for each center area

• Felt board stories and puppets

• Dramatize holiday ideas

• Represent particular ethnic customs

• Roles of community helpers


Puppets

• Glove/ Mitten

• Wooden Spoon

• Toilet paper roll

• Paper Bag

• Hand Shadows

• Styrpfoam Ball

• Envelope

• Paper Plate

• Paint Stick

• Sock

• Magnetic

• Finger


Getting Started With Puppets

• Introduce the puppets and let them children just explore them for awhile

• Add a simple puppet stage when you feel the children are ready

• Give homemade puppets a name • Give different puppets a responsibility in the

classroom (calling roll, signaling transitions, coming to group time)

• Puppets can be special visitors• A few good puppets are better than 50 bad puppets!


Final Thoughts…

• The key to successful storytelling with young children is to involve them in the whole experience!

• Make the children feel they are a part of the process and a part of the story.

How will you get started???

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free powerpoint templates page 1 storytelling and puppetry marilyn rice, mary tobin & sandy...

Documents

story slide

free powerpoint templates

story center

power of storytelling

listener slide

classroom slide

vcu slide

activity slide