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The Storytelling-Reading Connection
By Dianne de Las Casas
Storytelling has a vibrant role in library storytime programming. It is an important part of introducing children
to oral traditions and the development of imaginations. Esme’ Raji Codell, Author of How to Get Your Child to Love
Reading, says, "Stimulating imagination to the nth degree, storytelling also creates a love of narrative that can
translate into a lifelong love of books."
There is a direct correlation between storytelling and reading. In her paper, "Storytelling for Literacy," Sheila
Dailey Carroll says, "Adults who are low-reading or non-reading classically have not been 'storied' as children." In
a paper presented at the International Reading Association World Congress on Reading, Eve Marlo and Julie Bullard state,
"The child who is consistently exposed to an oral tradition of stories gains skills that prepare him/her for reading.
…telling stories is a successful way to encourage literacy."
Reading is Fundamental (RIF), a national organization that promotes reading, offers a video titled, "Storytelling: A
Pathway to Literacy." RIF states, "Storytelling is a critical tool for encouraging a love of reading. …storytelling can
support children's language and literacy development."
Prime Time Family Reading® Time, a national program developed in Louisiana, is a six or eight week reading, discussion,
and storytelling program held at public libraries. A university scholar (who functions as a discussion leader) and
storyteller conduct weekly book discussions and storytelling sessions based on award-winning children's books. Oneal
Isaac, a Prime Time Coordinator, says, "Prime Time trains parents and children to bond around the act of reading and
learning together. The role of the storyteller is very important in bringing the story to life and motivating families
to check out books. The storytelling component is very important in exposing families to the beauty of language and
literature."
Storytelling in public and school libraries is not only fun but vital. It is a way for children to truly connect with
stories and, therefore, to connect with books. Foster a lifelong love of books and you foster a lifelong love of learning. |
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Tell Along Tales – Playing with Participation
By Dianne de Las Casas
 As you gain experience as a storyteller, you may want to add audience participation stories to your repertoire. Audience
participation, which is when the audience can join in your telling, can be fun and exciting. It’s a great way to involve and
interact with your audience. When you play with your stories, your audience will play with you.
Various Types of Audience Participation
- Call and response – When you call out a word or phrase and the audience responds with an answer.
- Rehearsed response – Some audience participation is best taught before the story begins, particularly
if the participation is complicated.
- Directed dramatization through role playing – This involves pulling someone from your audience and
directing them as a character in your story.
- Audience Query – When you ask a question to elicit an answer from your audience.
- Dramatic Pause – When you pause during a point in your story and the audience "fills in the blank"
automatically.
- Spontaneous joining in – When your audience spontaneously participates.
- Combinations of the above
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Vehicles to Encourage Audience Participation
- Chants – Teach a chant that you use throughout your story and have your audience join in, saying it
with you.
- Songs – Like the chant, a song can be used throughout the story with your audience singing with you each
time the song appears in the story.
- Sounds – Stories with sounds such as rain (snapping of fingers) and thunder (stomping of feet) can be
used as vehicles for audience participation.
- Movement – If your story has repetitive action, the use of movement can be an effective vehicle for
audience participation. In "Going on a Bear Hunt," I say, "We can't go over it" and we motion over with our two
arms arched above our heads, like a bridge. When I say, "We can’t go under it," we motion under by kneeling and
putting our arms straight in front of us, close to the ground.
- Dramatization – Dramatizing a character so that the character maintains that particular characterization
throughout the story often encourages audiences to become that same character with their bodies and faces.
- Dramatic Pause – Tell the story to a certain point and dramatically pause, waiting for the audience to
chime in and fill in the blank.
Elements in a Story that Provide Opportunity for Participation
Sounds in the story, repetitive action, repeating phrases, and characters’ interaction with each other
are great opportunities to introduce audience participation. Examine your story thoroughly to determine if your story has
the making for good audience participation story. I like the Rule of 3-5. If there are 3-5 repetitive elements in a story,
chances are, it will make a good audience participation tale. For example, let’s look at "The Three Little Pigs."
The big bad wolf visits each pig’s house three times. This classic tale has audience participation built right in –
"I'll huff and I'll puff and I'll blow your house in!!"
When to Include Audience Participation
Audience participation is best introduced after the audience is "warmed up." Opening with a familiar
sing-along song, or a poem with repeating lines, is a good way to warm up an audience for a participation story. Audience
participation stories work best in the middle of the program. If you begin with a participation story, your audience may
be too self-conscious to join in. If you end with a participation story, they may leave your program too "hyped up."
Participation stories work best with Grades K-5 or with mixed crowds of kids and adults.
How to Choose & Coach Participants for Directed Dramatization
Survey the audience to see who is actively listening and enjoying your program. Ask for volunteers and
choose audience members who raise their hands quietly, not jumping up and down trying to get your attention, or saying,
"Me! Me! Me!" When working with kids, I often say, "I will choose those who are sitting flat on their bottoms and raising
their hands quietly." Be succinct with your instructions (i.e., "The lion was taking a nap." [whispering into
participant's ear 'close your eyes']) Have fun with them! |
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