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Actions and Options: Storytelling for the Whole Brain Workshop
Sherry Norfolk , nationally acclaimed storyteller and excellent trainer, delivered a fabulous and fun workshop on Thursday September 21st on integrating options into storytelling to address multiple intelligences. Multiple Intelligences theory was developed at Harvard University by Howard Gardner. An overview is online at http://www.infed.org/thinkers/gardner.htm.
To inventory your own multiple intelligences, check out http://www.mitest.com/o7inte~1.htm
Handouts from this session are posted online at http://www.mmrls.org/materials/cewholebrain06.html
Photos from this workshop are posted on our new Flickr account in the Actions & Options set at: http://www.flickr.com/photos/metrowest/sets/72157594295426182/
Sherry began with a quick overview of seven intelligences that fit well with storytelling, reminding us that the most successful learning engages multiple intelligences, and therefore, the whole brain. They are:
Linguistic Intelligence: words, language
Mathematical/Logical Intelligence: sequence patterns cause & effect, arithmetic
Musical Intelligence: Rhythm, rhyme, melody
Spatial Intelligence: “picture smart” map reading, visualization (key to comprehension) abstract concept ("Inability to visualize" is a new learning disability, a by-product of too much time staring at visuals on a screen)
Kinesthetic Intelligence: “body smart” movement. Learning occurs through the five senses.
Interpersonal Intelligence: understanding others, ability to be charismatic, developing empathy for others
Intrapersonal Intelligence: understanding ourselves,
For example: in “El Conejito and Tia Maria” (Margaret Read MacDonald)
Linguistic Intelligence is engaged by English and Spanish language, repeating phrases
Mathematical/Logical Intelligence is engaged by Logical, predictable, repeated phrases, patterns of actions – participation builds on patterns
Musical Intelligence is engaged by song and rhythm in story
Spatial Intelligence is engaged by the consistency the teller moves around in the space to orient the story (a strong map of the story in the tellers head will help orient the listener).
Kinesthetic Intelligence is engaged by the many opportunities for movement (build on patterns, make the story stronger by channeling energy)
Interpersonal Intelligence is engaged by working together and participating to tell the story, understanding the individual characters, relate to the character to build empathy, storytelling is the best way to build empathy
Intrapersonal Intelligence is engaged by probing how you feel, put yourself in the characters place.
Listeners should have the option to do what works for and engages them; there is no need to stop the program and wait for everyone to be engaged.
“We have to allow children to know themselves well enough to attend to their own needs… you have to give them the choice. They know what’s best for them – it’s intuitive.”
Q. Settle the debate over the use of showing pictures while reading a story
A. Children benefit from cues, from reference points. Their imaginations bring the pictures to life and the illustrations are of use and should be shared.
Reading comprehension is based on vocabulary, world experience and understanding what the squiggles on the page are; listening comprehension depends on vocabulary and world experience.
Words on the page don’t have meaning until it’s been heard; children today are hearing less vocabulary than children 2 generations ago!
Our job is to build brains -- having fun with books is great BUT there is a lot more going on.
The corpus callosum is the only pathway connecting the left and right sides of the brain. The left brain is responsible for linguistics, mathematics, logic, sequencing, and organization, while the right brain is responsible for music, pictures, movement, and kinesthetics. While listening to stories, listeners use both side of the brain in decoding words, following logic, making pictures
Most kids who have trouble reading have weak corpus callosum and never learned how to crawl, an action that builds the corpus collesum. It can only be built up until age five.
Crossing the median line of the body also builds the corpus callosum (i.e. by crossing your arms and legs, or swinging your arms from side to side in front of your body).
For an accessible book on whole brained learning in children, try Start Smart by Pam Schiller
Create opportunities to talk, sing and move within the story. Participation helps them pay attention longer – the movement and sounds brings them back.
Example: The chant, "Aroo cha-cha, aroo cha-cha, aroo cha-cha cha" while swooping from side to side and adding another layer of action with each refrain:
- Thumbs up
- Feet together
- Elbows crossed
- Bottoms out
- Ankles crossed
- Tongue out
Ways to get participation
Improv slots
“The Star Thief”
discuss with audience how to get the stars back into the sky
Adding Sound Effects
No instructions or hints needed ahead of time; let kids encounter the sounds and actions naturally by integrating.
“Frog’s Rain Song” by Joe Hayes in Here Comes the Storyteller
- Make a rainstorm using only your hands!
- Snap or tap two fingers on one palm
- Rub palms together
- Clap
- Drum on legs
Reverse the order of the actions until you are back to snapping/tapping, then stop everyone at once. A good program to end on.
"Tiger Soup" by Temple introduces a rhythmic response; so does the "The Rap Version of the Three Bears."
When telling stories, build in visual cues – i.e. arms raised to indicate "time to respond.” Kids will take their cue from you! You don’t even need to give a warning, like "watch for” -- just be consistent in your motions.
Actions
Example: The Eye of the Needle," an Alaskan folktale
“Putting on clothes is a great way to visualize the story” said Sherry, after she told a story about an Eskimo boy who eats way too many fish!
"The Squeaky Door" engages vocally, motion, visually
Incorporating American or Indian sign language may be a technique to try, works well with "I know an Old Lady Who Swallowed a Fly" and "The Bear Went Over the Mountain."
Creative Drama
"Frog's Pond" an original tale based on "Too Much Noise" works well as a play
TIP: Never do a whole program where there is sitting the whole time!
Sherry shared the adorable tale "Mama and the Baby Birds" Traditional Japanese folktale (Fran Stallings and Hiriko Yamoto) An easy mama bird finger puppet: make a cone shape for a beak and attach to a cap shape for you thumb.
TIP: When you use the puppets, it’s a performance – without the puppet, it becomes interactive!
Margaret Read MacDonald’s Twenty Tellable Tales: Participation Storytelling for the Beginner Storyteller is highly recommended as a resource for tried and true participatory stories.
“Marsh Hawk” in Margaret Read MacDonald’s Storyteller’s Start-Up Book
TIP: Most of the time if you go on with the story, they will hush up. If they don’t, the people around them will make them be quiet.
Sherry's last story was “How Coyote Learned to Howl”